The Laboratory of Mathematical Education and the Initial Training of Mathematics Teachers

This article is the result of a qualitative research of the case study type which aimed to understand what conceptions that students of a Mathematics Degree course present, in their last semester of the course, in relation to the Mathematics Education Laboratory (LEM, in portuguese language) and its implications for their training and future professional practice. For data production, a questionnaire was used, with open questions, which were analyzed by Content Analysis, referring, above all, to Bardin (2009). For the theoretical foundation, authors were sought who discuss teacher training, especially those who teach Mathematics, playfulness and LEM, in their different perspectives, they were: Brougère (2002), Gatti (2019), Shulman (2005), Lorenzato (2010), Silva (2014, 2020a, 2020b), Cury (2011) and Alves (2001). The research signaled a recognition of LEM as an important space for initial training and future teaching practice. However, the participants were not guaranteed immersion in that space during the degree course