Laboratório do ensino da matemática: contribuições para apropriação do conhecimento

Abstract

This work aimed to demonstrate an important methodological alternative, in which the teacher could use as a teaching and learning tool that is the mathematics teaching laboratory, as a conducive and attractive environment to make the learn, understand and put in practice mathematical content in a dynamic way, in order to arouse their curiosity, easing the concerns caused by inquiries proposed by the educator, proposing activities of trials and manipulations of didactic materials that this laboratory will possess or that is to be built by the educator and/or students, at last will be an environment destined to give life to mathematics making meaningful learning. Explains also, the possible concerns and difficulties that the teacher will have for the implantation of this space, as well as addressing the benefits that this laboratory can bring to the school unit. To subsidize the importance of the mathematics teaching laboratory and its contributions to appropriation of knowledge, the theoretical source of the theory of significant learning of ausubel and articles indicating significant improvements in the students ' income with the use of this methodology. For this reason, it was used some activities in the classroom to improve learning and/yes clarifying doubts arising from previous years, it is noted that the implementation of a specific environment focused on teaching mathematics is useful and necessary for the school unit making the appropriation of knowledge something real, concrete and streamlined.