The Mathematics Education Laboratory and Teacher Training: What Do Future Teachers Reveal?

Abstract

This article, resulting from a qualitative investigation and a case study, aimed to understand the conceptions of future Mathematics teachers regarding the Mathematics Education Laboratory (LEM), as well as the reflections of the activities developed in this space for the improvement of initial training and for classroom practice. The study involved 28 students from the Mathematics Teaching Degree Program at Campus IX of the State University of Bahia and a professor associated with the course since its creation. Data production instruments used included documents provided by the Núcleo de Pesquisa e Extensão (NUPE); interviews, and questionnaires. Among the main results, it is highlighted that there is underutilization of the laboratory space, which reverberates in the construction of mistaken and superficial conceptions by future teachers regarding its use.