O laboratório de ensino de matemática: concepções e possibilidades para a prática pedagógica

Abstract

The current teaching of mathematics faces a number of challenges, including those of a methodological nature. In this scenario, various studies point to the Mathematics Teaching Laboratory (MTL) as a possibility for overcoming didactic and epistemological challenges in teaching the subject. However, when we turn to the academic literature, we see a variety of uses for this space. Thus, the main objective of this Final Paper is to analyze the different conceptions of the Mathematics Teaching Laboratory, its possibilities for pedagogical practice and its role in the development of 'doing mathematics', in order to help understand this space based on possible classifications and, consequently, to encourage the use of the teaching laboratory in the discipline of mathematics. In order to achieve the general objective set, we have drawn up two specific objectives: to identify and describe the different conceptions of Mathematics Teaching Laboratory based on published research; to map out possibilities for using the Mathematics Teaching Laboratory in Basic Education, in line with the conceptions analyzed. As a theoretical foundation, we started from the classification proposed by Rodrigues (2011 apud Oliveira; Kikuchi, 2018), relating it to the considerations of authors such as Rêgo and Rêgo (2013), Van de Walle (2009), Lorenzato (2012), Farias, Azeredo and Rêgo (2017), Rêgo and Rêgo (2012), Turrioni and Perez (2012), Miskulin (2012) and Benini (2006). As far as the research methodology is concerned, we opted for exploratory research with a qualitative approach, using bibliographic procedures. In addition, due to the nature of our objectives, we classified the research as applied. Seven conceptions of the laboratory were analyzed in the research process. Initially, the conceptions were categorized based on two established dimensions: structuring/implementation and pedagogical. Based on the analysis of the dimensions and their respective categories, it was possible to conclude that the conceptions of the laboratory have some similarities that help to connect them and, consequently, make it easier to propose activities and methodologies for the MTL for Basic Education. In addition, some of the aspects analyzed reveal that certain conceptions have limited contributions when compared to the others. Overall, we advocate the articulation between specific conceptions of MTL in order to enhance their contributions and facilitate the process of understanding and implementing a teaching laboratory.