Geometry and measurement: specialized knowledge of future teachers within a pedagogical laboratory

Abstract

Based on the need to train teachers for the teaching of school mathematics, it is proposed to carry out a pedagogical laboratory, which allows monitoring successful practices of teachers within the university in order to promote teaching and research processes within the courses. This document aims to analyze the teaching and learning practices of prospective teachers in a didactic course of geometric and metric thinking. In this way, under a qualitative research perspective, the development of the laboratory is analyzed as a process developed in five stages: identification of the population, study of documents, identification of the mathematical object, planning, implementation and reflection and systematization of the experience. This article contributes mainly to the representation of phenomena and proposal of models of physics and natural sciences. One of the main conclusions proposes training for the teaching of school mathematics with real experiences given by natural contexts where pedagogical practices are carried out. From these practices, the reflections made by the students reveal the contributions of adequate planning of the classes for the success in the development of this, in addition to the security that these practices generate when taking classes from non-own courses.