The instrumental genesis process in future primary teachers using Dynamic Geometry Software

Abstract

This article, which describes a study undertaken with pairs of future primary teachers using GeoGebra software to solve geometry problems, includes a brief literature review, the theoretical framework and methodology used. An analysis of the instrumental genesis process for a pair participating in the case study is also provided. This analysis addresses the techniques and types of dragging used, the obstacles to learning encountered, a description of the interaction between the pair and their interaction with the teacher, and the type of language used. Based on this analysis, possibilities and limitations of the instrumental genesis process are identified for the development of geometric competencies such as conjecture creation, property checking and problem researching. It is also suggested that the methodology used in the analysis of the problem solving process may be useful for those teachers and researchers who want to integrate Dynamic Geometry Software (DGS) in their classrooms.

GeoGebra como factor dinámico en los resultados de aprendizaje de matemática en décimo año de la Unidad Educativa Sebastián Muñoz.

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Applying Dynamic Geometry Environment Software as a Visualization Tool for Teaching Planimetry Construction Tasks

“…Despite the fact that some problems, such as the degree of students' ability for mathematical proof and reasoning, haven't been solved yet [32,33], the international recognition of the significance of proof in the process of learning mathematics has generated a substantial amount of study. It has been noticed that students do not sense the need for evidence and are able to separate confirmation from explanation or proof [34].…”

Abstração Refletida no Processo de Gênese Instrumental em Ambiente 3D

“…As pesquisas sobre a inserção da Tecnologia Digital (TD) na sala de aula (BONA, FAGUNDES e BASSO, 2012;SILVA, BARONE e BASSO, 2014;ABAR, 2017;ALQAHTANI e POWELL, 2017;ROCK, 2017;RUIZ-LÓPEZ, 2017;BACKENDORF e BASSO, 2018;NOTARE e BASSO, 2018) apontam as vantagens para a aprendizagem da matemática.…”