This paper aims to highlight some contributions that the Mathematics Teaching
Laboratory (LEM) can offer to the teaching and learning of mathematics, especially to
the training of teachers. First, we analyze the use of the mathematics teaching
laboratory in basic education; We then took an approach on the use of LEM in
teacher training. The intention was to answer the following problems: How important
is LEM in teacher education? What influence has LEM provided to academics in their
teaching perspective? The theoretical basis is based on authors who emphasize the
use of LEM in undergraduate courses, such as Lorenzato (2009), Turrioni (2004),
Freitas (2015) and D'Ambrosio (1996). We present an opinion survey with the
application of a questionnaire, in the classes of the last three periods of the degree
course in Mathematics of the Federal University of Tocantins - UFT, campus of
Araguaína, to investigate what future teachers think about the use of didactic
resources Available in the LEM for the teaching and learning of mathematics, as well
as the opinion of those licenciandos as to the use of LEM in their academic
formations. Based on the results, we made relevant discussion and reflections. As
contributions we present a proposal to be worked with the graduates of the math
course, especially with the scholarship holders of the LEM.
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