Resumen

MEURER, Simone Xavier; BORGES, Fábio Alexandre  y  HERMANN, Wellington. The Teaching Laboratory as a formative space for teachers who teach Mathematics. Ensino em Re-Vista [online]. 2023, vol.30, e005.  Epub 01-Ago-2023. ISSN 1983-1730.  https://doi.org/10.14393/er-v30a2023-5.

This bibliographical article discusses the emerging aspects of Brazilian research that relate the Teaching Laboratory to the formation of Mathematics teachers. To this end, we considered the articles published in online Brazilian scientific journals published on the Brazilian Society of Mathematical Education (SBEM) website addressing the role of the laboratories in the training of Mathematics teachers, which resulted in seven selected works based on the application of the criterion that they should contain the word “laboratory” in the title. In addition, a search was also performed on the website of the Brazilian Digital Library of Theses and Dissertations (BDTD) with the words “laboratory,” “training” and “mathematics,” so that the title of the texts contained the three words simultaneously. With these criteria, the searches found five thesis and two dissertations. The Content Analysis guided the analysis of the texts, based on the definition of the following analysis units: (i) The role of the laboratories in teacher training according to the Brazilian research; (ii) The Laboratory as a tool for the development of teaching practices; (iii) The use of the Laboratory for students’ development and learning. The results point out that the environment provided by the Mathematics Teaching Laboratory can develop new methodological alternatives, as well as opportunities to reflect and discuss about teaching practice, capable of contributing to the improvement of the teachers’ formative process and the teaching of mathematics.

Palabras clave : Initial training; Teaching Laboratory; Mathematical Education.

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