GeoGebra as scaffolding: an experience in solving Geometry problems

• Autor(a) principal: Pinto, Robert Allyson Cavalcante
• Data de Publicação: 2021
• Outros Autores: Souza, Rodrigo Nonamor Pereira Mariano de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Remat (Bento Gonçalves)
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/4266
• topic: Mathematics Education; Geometry; Educational Technologies; Problem Solving; GeoGebra; Educação Matemática; Geometria; Tecnologias Educacionais; Resolução de Problemas; GeoGebra

We present a reflection on the use of the GeoGebra tool and the problem solving methodology for teaching Plane Geometry at elementary and high school. Our proposal aims to stimulate student autonomy through activities implemented on the platform, which we call guided resolutions. A guided resolution is a sequence of steps or geometric constructions that lead to the resolution of a problem, which are presented incrementally, and documented with suggestions made by the teacher. Such artifacts are intended to create conditions in students to solve the problem independently, even without technological support. This approach differs from other GeoGebra based proposals found in the Brazilian literature, investigated through systematic mapping, in which complete pedagogical scripts are presented to students. The main theoretical foundation of our proposal lies in Vygotsky's social interactionist theory, in which we explore the concepts of scaffolding and the Proximal Development Zone. We evaluated our proposal through interventions in a computer lab with twenty-six students from the 9th grade of elementary school and the 1st grade of high school in a private school in the city of Teresina, Sate of Piauí, Brazil. Questionnaires were administered and participant observation was made, , which allowed us to verify the evolution in the problem solving ability for the proposed activities, even on paper, after the use of the tool.