Contribuição da visualização na análise de invariantes geométricos no desenvolvimento profissional do professor de matemática

Abstract

This work comes to exist from the following concern: How does visualization contribute to the discernment of geometric invariants by mathematics teachers in a professional development workshop? From this questioning, the research aims to investigate the contributions of visualization, for mathematics teachers, when analyzing Geometric Invariants with the help of digital tools. In order to fulfill this objective, it was decided to carry out a work that, in terms of approach, is classified as qualitative, in which data were collected in a workshop carried out via the Moodle platform (Modular Object-Oriented Dynamic Learning Environment) of the University Federal University of Santa Maria (UFSM) with elementary school mathematics teachers. The instruments used were questionnaires, resolutions of proposed activities and interactions carried out in the forums. The analyzes were made from the categorization based on Bardin (2016) in which the answers were separated into two categories: mathematical formalism and formative aspects and respective subcategories: justification and concept and contribution, didactic possibilities and collaborative work. From the analyzes carried out, it was concluded that the visualization and the digital tools used contributed to the understanding of the concept of Geometric Invariant by the participants. In addition, it was possible to perceive that the participants worked together to create new activities that use the Geogebra software as a teaching tool.