Publicação
Using GeoGebra Discovery in the context of Plane Geometry in a mathematics teacher training
| Resumo: | This article presents the development and results of a continuing education of mathematics teachers for the study and exploration of Plane Geometry topics with the use of GeoGebra Discovery, an experimental version of GeoGebra with which it is possible, due to a set of Automatic Reasoning Tools (ART), to verify properties of Plane Geometry, some of them are pointed out in the literature as theorems. The objective of this training was to allow a reflection on the possible educational use of ART for use in teaching practice. Through the promotion of a remote didactic workshop, through the Teams platform, this study investigated, with the participants, possibilities of collaborative creation of pedagogical strategies for the use of ART in the teaching of Plane Geometry. In this qualitative investigation, the methodological assumptions of Design Research for the creation, execution and conduction of the training course were used, with the participation of five teachers, who work in Basic Education or Higher Education, in Brazilian institutions. To analyse the collected data, we used the TPACK (Technological Pedagogical Content Knowledge) theory, proposed by Mishra and Koehler. This theoretical contribution allowed us to identify which pedagogical, technological, and content knowledge the participants resorted to throughout the continuing education course with the use of the software, as well as to identify the difficulties faced by them throughout the course, to implement GeoGebra Discovery in their pedagogical practices. |
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| Autores principais: | Abar, Celina Aparecida Almeida Pereira |
| Outros Autores: | Souza, Daniel Mendes Inácio de |
| Assunto: | GeoGebra Discovery Formação de Professores de Matemática Geometria Plana Educação Matemática e Tecnologias GeoGebra Discovery Formación de Profesores de Matemáticas Geometría Plana Educación Matemática y Tecnologías GeoGebra Discovery Mathematics Teacher Training Plane Geometry Mathematics Education and Technologies |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | português |
| Origem: | Indagatio Didactica |
| Resumo: | This article presents the development and results of a continuing education of mathematics teachers for the study and exploration of Plane Geometry topics with the use of GeoGebra Discovery, an experimental version of GeoGebra with which it is possible, due to a set of Automatic Reasoning Tools (ART), to verify properties of Plane Geometry, some of them are pointed out in the literature as theorems. The objective of this training was to allow a reflection on the possible educational use of ART for use in teaching practice. Through the promotion of a remote didactic workshop, through the Teams platform, this study investigated, with the participants, possibilities of collaborative creation of pedagogical strategies for the use of ART in the teaching of Plane Geometry. In this qualitative investigation, the methodological assumptions of Design Research for the creation, execution and conduction of the training course were used, with the participation of five teachers, who work in Basic Education or Higher Education, in Brazilian institutions. To analyse the collected data, we used the TPACK (Technological Pedagogical Content Knowledge) theory, proposed by Mishra and Koehler. This theoretical contribution allowed us to identify which pedagogical, technological, and content knowledge the participants resorted to throughout the continuing education course with the use of the software, as well as to identify the difficulties faced by them throughout the course, to implement GeoGebra Discovery in their pedagogical practices. |
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