MATHEMATICS TEACHING LABORATORIES AS A FEEDBACK ELEMENT OF THE TEACHING-RESEARCH-EXTENSION TRIAD

Abstract

The Mathematics Teaching Laboratory is a physical environment that favors the development of materials and activities for teaching and learning mathematics. Although it has already been consolidated Undergraduate Program in Mathematics Education and, its performance and relationship to activities out of higher education institutions are still emerging. In the Undergraduate Program in Mathematics Education Laboratory on Campos do Jordão campus of the Federal Institute of São Paulo, the covid-19 pandemic imposed negative consequences on the activities being developed in a physical space. Therefore, incentives have emerged to elaborate virtual environments with aims and motions similar to those available in live environments. From this context, this article seeks to show that, in addition to physical and virtual laboratories having a potential for complementarity, when associated with extension actions, there is potential to strengthen their approach to Basic Education. The research is methodologically characterized by the principles of Inquiry-Action, as it was constituted from the analysis of experiences lived and investigated by the authors. Lastly, analysis indicate that extension projects involving school community and related environments can lead to a feedback process between teaching, research and extension axes that strengthen the principles of actions developed in Undergraduate Program in Mathematics Education.