This text deals with the results of a research that aimed to analyze teaching activities in Mathematics,
using teaching materials from the Mathematics Teaching Laboratory (LEMA), as a methodological
resource for teaching the Cartesian Plan for students in the 1st grade of the High school in a school in
western Bahia. To this end, we investigated the process of designing and implementing a LEMA, and the
development of teaching activities for a 1st grade high school class of a western Bahian school. The
research is qualitative in nature, because this type of research allows to support the procedures and
information seeking to understand the behavior of the student, studying their particularities and individual
experiences, focusing on the problem in Study. The methodology adopted was action research, where the
researcher is a participant in the research and allows to qualify his practice through an intervention. As a
development of the research, we elaborated and developed an Action Plan divided into five activities
where methodologies involving problem solving, teaching materials, History of Mathematics and
computer using software as teaching resources for the teaching of the Cartesian Plan. As a theoretical
framework we were based in Lorenzato (2009), Luckesi (2014), Mendes (2009), Smole; Diniz; Milani
(2007), Rêgo; Rêgo (2009). The preliminary results allow us to infer that the use of different didactic-
methodological resources in teaching promoted meaning attribution to the contents worked for students
and a re-orientation in the practice of the teacher-researcher. Teaching became slower initially, however
following didactic contents, there was compensation in time and especially in quality, because the pace of
understanding occurred more rapidly due to the acquired understanding.
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