The research described here was carried out with the objective of understanding the
approaches of theses and dissertations on the Laboratory of Mathematics Education and
Mathematics Teaching, defended in Brazil in the period from 2016 to 2021. It is a research
with a bibliographical approach and of a qualitative nature, in which 25 doctoral theses and
master's dissertations are found in Capes theses and dissertations portal. The works were
analyzed based on the identification of the following items: a) Title; b) Research problems; c)
Objectives; d) Methodological synthesis and research context; e) Main results; f) Main
theoretical foundations about the laboratories; g) teaching materials evidenced in research;
and h) Outstanding mathematical content. After the analyzes based on the identified items, the
following categories emerged: Mathematics Teaching Laboratory in teacher training;
Mathematics Teaching Laboratory in Basic Education; Interactive Mathematics Laboratory in
relation to the Mathematics Teaching Laboratory; Mathematics Education Laboratory in
teacher training; and Other Approaches. From the observations and analyzes made based on a
theoretical framework supported by great researchers in the area, with emphasis on Lorenzato
(2006 and 2009), Rodrigues and Gazire (2015), Varizo and Civardi (2011), we evidenced the
following results: part of the works addressed the Mathematics Teaching Laboratory (LEM)
while a small part focused on the Mathematics Education Laboratory (LEMAT), we found
laboratories with different nomenclatures but that fulfill the same objectives intended for the
LEM, there was a parity between research focused on teacher training and basic education,
having as main reference the following authors: Sérgio Lorenzato, Ana Maria Silveira
Turrioni, Zaíra da Cunha Melo Varizo, Fredy Coelho Rodrigues, and Ana Maria Nauiack
Oliveira; in which all works pointed out benefits related to the use of these environments, at
the same time that obstacles and limitations were observed that prevent the use and full reach
of the proposed objectives for laboratories in Mathematics Education
|
