Contribuições de um software na perspectiva da investigação matemática durante uma formação continuada para professores que ensinam matemática em escolas públicas: potencialidades para aulas de matemática com o Geogebra

Abstract

This research discusses, "What possible contributions does GeoGebra software provide the teachers of mathematics, through an action-investigation during a continuing education course?”. For this reflection, a classroom training course was held with the participation of five math teachers, based on the contextualized constructionist proposal. The objective of this study is to identify the contributions of GeoGebra in math classes, with classes of the first year of high school in states schools in the city of Barra do Garças-MT, in an action-investigation during a continuous formation for these teachers. The research methodology adopted was actio-investigation with traces of the reflexive practice of action research and pedagogical action research. The production of data took place through observations, field notes, entry questionnaires, meeting evaluation sheets, final questionnaires and testimonials from the students, reports, audio recordings of the socialization of some training meetings and classes given by the students. course planners. According to the data production, it was found that GeoGebra contributed to the validations of mathematical concepts, dynamically and investigatively, and that teachers recognize the importance of using the software in their classes, but have difficulties in using them as a pedagogical tool as a result of little training in this line and inadequate school infrastructure, even after qualifying.