O uso do GeoGebra por professores de Matemática dos anos finais do Ensino Fundamental ao ensinar Geometria

Abstract

The present study aims to investigate how mathematics teachers from Tenente Portela, RS evaluate the use of GeoGebra software when teaching Geometry in their classes. In theoretical contributions, we used reflections that approach digital technologies, their use in education and teacher training, as well as considerations about the GeoGebra software. The study has a qualitative approach, in which the methodology was adopted as study-action, with the purpose of intervention with the teachers participating of this study through a training course on the main features of GeoGebra. The study’s subjects are Mathematics teachers from the Final Grades of elementary public school of Municipal and State public network from Tenente Portela, RS, whom were offered a training course on the use of GeoGebra. The course took place online through the Moodle virtual learning environment of the Federal University of Pelotas (UFPel) and involved basic contents of Geometry. Exploration activities selected in the software itself and construction tasks in GeoGebra were proposed accompanied by explanatory videos and materials containing guidance for teachers to know and practice. The course lasted six weeks and the last two were intended for the application of activities using GeoGebra by teachers in their mathematics classes to later evaluate its use by reporting the experiences. In the data collection, questionnaires, audio recordings and videos of synchronous meeting, photographic records of the classroom application did by the teachers, information recorded by the researcher in the notebook and in the tasks performed during the development of the teacher training course were used. Bardin's content analysis was used, resulting in the following categories: overcoming difficulties when working with GeoGebra; teachers' perception of GeoGebra's contributions; feedback from teachers on application in the classroom. The results indicated that most teachers did not know the software and were delighted to see its dynamism and those who knew it recalled its practicality. Teachers evaluated the use of GeoGebra very positively, which contributes significantly to the knowledge construction process, increases reasoning autonomy, encourages imagination and creation to solve problem situations.