Perspectivas e desafios para o uso do geogebra nas aulas de Matemática: um debate entre professores

• Autor(a) principal: Zampieri, Maria Teresa [UNESP]
• Data de Publicação: 2015
• Outros Autores: Javaroni, Sueli Liberatti [UNESP], Andrade, Patricia Fasseira [UNESP]
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://200.145.6.205/index.php/congressoextensao/8congressoextensao/paper/view/626; http://hdl.handle.net/11449/142788
• topic: Continuing education of teachers; ICT; Teaching knowledge; Formação continuada; TIC; Saberes docentes

In this article we intended to present and discuss a move in the continuing education of mathematics teachers who participated in a university extension course, as well as in relation to our own training as researchers who composed the proposing team of such a course. This move was evident within one occurred debate, in which we argue about prospects and challenges for using geogebra in Mathematics classes of elementary school. This course was the scene of the PHD research of the first author of this article, which follows a qualitative methodological approach. The data discussed here come from the video of the third meeting of the course. Finally, we believe that we build / transform knowledge together because on the one hand, teachers had the opportunity to re-examine their practices studying the software in coordination with the proposal suggested in the activity. On the other hand, as members of the proposing team, besides participating actively in the discussions in this debate, we had the opportunity to evaluate our actions by analyzing the video, whose criticism will be timely for our future practice as researchers and teachers. In this article we intended to present and discuss a move in the continuing education of mathematics teachers who participated in a university extension course, as well as in relation to our own training as researchers who composed the proposing team of such a course. This move was evident within one occurred debate, in which we argue about prospects and challenges for using geogebra in Mathematics classes of elementary school. This course was the scene of the PHD research of the first author of this article, which follows a qualitative methodological approach. The data discussed here come from the video of the third meeting of the course. Finally, we believe that we build / transform knowledge together because on the one hand, teachers had the opportunity to re-examine their practices studying the software in coordination with the proposal suggested in the activity. On the other hand, as members of the proposing team, besides participating actively in the discussions in this debate, we had the opportunity to evaluate our actions by analyzing the video, whose criticism will be timely for our future practice as researchers and teachers.