Mathematics beyond theory: an interdisciplinary analysis of the film Fermat's Room

Abstract

The use of audiovisual resources, such as films, in mathematics classes is a teaching strategy aimed at making the learning process more engaging and understandable. This study aims to analyze the impact of using such resources on the training of mathematics teachers, particularly focusing on the influence of the film “Fermat's Room.” To achieve this goal, a questionnaire was administered to 17 teacher trainees in a teacher training program, inquiring about their perceptions of the film and how they plan to incorporate the lessons learned into their future teaching practices. The analysis of the responses suggests that the use of the film contributed to the understanding of mathematical concepts, motivating teacher trainees to incorporate interactive teaching strategies. However, the impact of the film was variable, depending on the teacher trainees' pre-existing attitudes toward mathematics. In this context, the importance of a personalized approach is emphasized, considering the diversity of perspectives and abilities among students.