Abstract
The development of mathematical learning begins through the relationship between the subject and the mathematical object with the use of concrete materials. In view of this, it is believed that the Mathematics Teaching Laboratory (LEM) is an environment that can promote mathematical learning through this relationship. Therefore, this qualitative research sought to understand how LEM can collaborate in the teaching and learning process of Basic Education students. To this end, a survey of articles published in editions of the Annals of ENEM’s (1987 – 2022) that had LEM as its theme was carried out; Subsequently, the texts were read in full, in which ten scientific communications were selected and constituted the object of analysis of this investigation. As main results, we highlight that LEM encourages students to develop activities using concrete and manipulable materials that allow them to review, learn about and deepen characteristics of objects of knowledge related to mathematics, developing interest in the study through the relationship that can be established with the social context to which this subject belongs.
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