Laboratório de ensino de matemática: dificuldades para efetivação na escola

Abstract

This work presents the results of a research that has as main objective: Investigate the difficulties of effectuation of Mathematics Laboratory at the Escola Estadual de Ensino Fundamental e Médio in the city of Rio Tinto-PB. To support our work we use as theoretical reference the National Curriculum Parameters (BRASIL,1998) and authors as Vieira (2012), Lorenzato (2006), Gil (2007), Macedo (2007), Oliveira (1983), Gonçalves (2003), Freire (1997), Contieri (2008), Rego & Rego (2006), Turrioni (2004). Having in mind that for many mathematics is regarded as a very abstract and difficult to understand matter, it becomes important to use methodologies that facilitate its learning, so the mathematically LEM Laboratory for Teaching becomes an important tool for the teaching and learning occurs more significantly. Based on this idea went in search of the grounds that hinder the realization of the LEM in this school. The data were collected through a questionnaire applied to teachers and managers. This quiz was divided into four parts, where the first refers to the personal researched data; the second to initial formatio; the third part it is the conceptions of LEM and the last part has questions regarding the school laboratory. With the obtained data, we realize that the difficulties in implementing the LEM in this school are journalled to the lack of training of teachers, since they reported not having received specific instruction for using the LEM in their classes, and the disregard by the management, because even received materials were stored improperly. Intend that our work provide an incentive for the execution of the LEM in the schools, enabling your use in a manner significantly.