O Laboratório De Ensino De Matemática Na Formação De Professores: (re) Construções De Sentidos E Práticas Educativas

Content Provider	Semantic Scholar
Author	Oliveira, Carloney Alves De
Copyright Year	2019
Abstract	This article presents an exploratory experience report about the use of the Mathematics Teaching Laboratory (LEM) in the training of teachers who teach mathematics in the scope of the activities developed in the discipline Knowledge and Methodology of Teaching Mathematics 1, Evening and Night Shifts, in the Course of Pedagogy, at the Federal University of Alagoas (UFAL). The objective of this study was to reflect on the importance of LEM in the training of teachers who teach mathematics as (re) construction of meanings and educational practices, from the elaboration of thematic activities and workshops developed in it. Due to the characteristics of the report presented, as well as the objectives to be achieved, we chose to develop a descriptive study, of a qualitative nature. Data were collected through semi-structured interviews with 36 students enrolled in the discipline, photographic records and field diary. We found that the use of LEM can provide pedagogical practices capable of accounting for the specificities related to the teaching of mathematics as a space to promote the development of creativity and mathematical knowledge.
Starting Page	25
Ending Page	25
Page Count	1
File Format	PDF HTM / HTML
DOI	10.33947/1980-6269-v14n1-3761
Volume Number	14
Alternate Webpage(s)	http://revistas.ung.br/index.php/educacao/article/viewFile/3761/2685
Alternate Webpage(s)	https://doi.org/10.33947/1980-6269-v14n1-3761
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article