O laboratório de ensino de matemática e sua importância no processo de ensino-aprendizagem: um estudo de campo sobre as perspectivas de professores e alunos de uma escola pública de João Pessoa

Abstract

The present work aims to investigate the perceptions of a teacher and high school students in relation to the Mathematics Teaching Laboratory in the context of the teaching and learning process of the subject, in a public school located in the city of João Pessoa. To achieve this objective, we established the following specific objectives: Characterize the Mathematics Teaching Laboratory (LEM) of a state public Basic Education school in the city of João Pessoa, including its collection and structure; Analyze the teacher's perception regarding the importance and use of LEM in teaching Mathematics; Investigate students' perceptions about LEM and its relationship with mathematical learning. To conduct this research, we were based on theoretical references from Lorenzato (1995; 2004; 2021), Oliveira and Kikuchi (2018), Pérez and Turrioni (2021), Rêgo and Rêgo (2013, 2021), Rêgo, Rêgo and Vieira (2012 ), between others. As for the methodology, we adopted a qualitative approach, exploratory objectives and field study procedures. In addition to describing the collection and structure of the school's Laboratory through direct observations and written records, we conducted interviews with the High School Mathematics teacher and and administered questionnaires to 75 students in the 2nd and 3rd year of high school. The results highlighted the wide collection of teaching materials available in the laboratory, which allows the exploration of various mathematical concepts. Furthermore, the teacher emphasized the importance of LEM in promoting greater participation and attention from students, even with its little use. It was evident that, in the students' perceptions, the Laboratory provides an opportunity to apply knowledge in a practical way, making classes more dynamic. They expressed the desire for greater use of LEM in Mathematics classes. We conclude that the Mathematics Teaching Laboratory enhances the use of more dynamic methodologies in teaching Mathematics, and we emphasize the importance of promoting the training of teachers, both in the initial training of Mathematics courses and in continuing training, in order to qualify them to explore the potential of LEM.