Tangran como prática formativa: reflexões a partir de um minicurso na formação inicial

Abstract

This paper presents the formative experience of undergraduate students who planned and conducted the workshop “Creative Geometry with Tangram” during the VII FECITBA-PA. The aim of this study is to present, analyze, and discuss the experiences lived by the pre- service teachers, contributing to the debate on formative practices in mathematics teacher education. Using Tangram as a playful resource, the workshop sought to promote meaningful learning of mathematical content. The study was grounded in authors from the field of teacher education and used a questionnaire as an instrument of analysis. The results reveal that the workshop provided real challenges and important reflections for the construction of professional teaching identity, in addition to broadening the understanding of the teacher's role as a mediator. The experience demonstrated the importance of practical activities in initial teacher education, integrating theory and practice in a meaningful way.