O Laboratório de Ensino de Matemática

Um Ambiente Potencializador de Aprendizagem Docente

Abstract

This article discusses the relationships that constitute the teaching-learning process in the pedagogical project of the Laboratory for Teaching Mathematics (LTM), considering current demands that reverberate in the teacher's Activity. The main objective was to recognize the changes that occur in the mathematics teachers’ Activity and the learning that results from them in a specific work context. The research is qualitative in nature and the empirical material is composed of transcripts of the interviews carried out with the participating teachers. The analyzes were carried out from the perspective of expansive learning under the theoretical lens of the Cultural-Historical Activity Theory. Such lens allowed us to look at the teachers' Activity directed to classes in LTM motivated by the students' expectations for differentiated classes, as well as by the work demands of the school context. The results reveal the teachers' learning movements when facing tensions generated by the need to create diversified classes, different from the traditional classroom. When facing these tensions, teachers question their own practices and create teaching alternatives that drive their decisions about choosing ways to approach mathematical content. Different changes in the Activity are experienced by the teachers. They demonstrate that they can change the way they organize their classes, and the way they teach students. They also reaffirm the need for intentional planning using the different resources that the LTM makes available. In addition, teachers reveal critical reflections and individual engagement in the course of the Activity, which we consider as expansive learning movements.