MATHEMATICS TEACHING LABORATORY AND MATHEMATICS EDUCATION LABORATORY IN INITIAL TEACHER TRAINING: TWO ESSENTIAL ENVIRONMENTS

Abstract

The purpose of this theoretical essay is to understand the theoretical conceptions of LEM and LEMAT, highlighting their differences and similarities in the context of the initial training of mathematics teachers. The need to explore the characteristics of these two laboratories arises from the importance of understanding the nature and role of these environments in the preparation of future mathematics teachers. Methodological approaches were designed to confront the theoretical conceptions revolving around the two laboratories. This is a theoretical essay that uses conceptual elements discussed in the literature on the topic of laboratory in the field of Mathematics Education and presents reflections on the importance and necessity of both spaces. The theoretical categories were organized based on sectors. The results point to the importance and necessity of courses that train mathematics teachers to have both environments and to develop teaching, research, extension, management, and training activities based on the nature of each laboratory.