A REFLECTION ON SPATIAL RELATIONS AND THEIR TEACHING IN INITIAL TEACHER EDUCATION: A STUDY WITH THE ROBOT MOUSE

Abstract

This article presents the results of qualitative research that analyzed professional knowledge related to the teaching of spatial relations explained in a formative process with pre-service teachers. Using practical activities with the Mouse Robot, an educational device for programming trajectories, as a catalyst for reflection, the research incorporated Shulman’s theoretical framework, especially content knowledge. The results revealed group discussions during the task, highlighting the need to understand the laterality of the moving object. The collective discussion highlighted the value of arrows as a visual resource and validated the representations exposed. The participants’ perceptions highlighted an expanding understanding of laterality and its practical application. The experience promoted reflection on the importance of practical activities for students. The analysis of the episodes recognized the contribution of the resource to teacher education, stressing the importance of developing spatial skills to expand pedagogical and curriculum knowledge.