Realizar construções geométricas com o GeoGebra: a contribuição do ambiente de geometria dinâmica para o futuro professor de matemática

Abstract

This study was carried out in the context of the initial formation of Mathematics teachers during a discipline of Euclidean Geometry in a public institution of higher education located in the north of Paraná State. The objective was to identify the contributions of GeoGebra to the apprehension of geometric objects by future Mathematics teachers from the resolution of a task centered in the accomplishment of geometric constructions. The study approach was qualitative and followed the perspective of the interpretive paradigm. The research modality was the case study, whose case consisted of a group of eight students of this discipline. The collected data were analyzed in the light of the registers of semiotic representation theory and the mathematical productions of the participants were included. The results of the study show that GeoGebra promotes the elaboration and structuring of conjectures, enhances the perception of the object properties studied and allows celerity to investigate the existing relations between different mathematical objects, when related to a static phenomenological mode of production of figure representations.