CONCEPÇÃO E PRÁTICA DE PROFESSORES DE ARAGOMINAS/TO SOBRE LABORATÓRIO DE ENSINO DE MATEMÁTICA NA EDUCAÇÃO BÁSICA

This article aims to present the results of a Final Course Work on the Mathematics Teaching Laboratory (LEM) in Basic Education, with the main objective of understanding how mathematics teachers from the state public school system of the Settlement Projects (P.A.) of Aragominas/TO conceive of the LEM in their classroom know-how. The research question is: how do teachers who teach mathematics in the schools investigated conceive, in their classroom know-how, the Mathematics Teaching Laboratory? This is a qualitative field research study, whose information for analysis was obtained by interviewing mathematics teachers from two rural schools in Aragominas. To analyze the responses obtained, we opted for some guidelines from Discursive Textual Analysis (DTA), resulting in some emerging analytical categories, such as the importance of LEM for the production of mathematical knowledge, type of contact with Trends in Mathematics Education (TEM) in initial/continuing teacher training and conditions of the school context, which point to the need for continuing education that provides these teachers with the use of new teaching methodologies.