APPROPRIATION OF TECHNOLOGICAL RESOURCES THROUGH GEOGEBRA AS A SUPPORT IN THE CONSTRUCTION OF MATHEMATICAL KNOWLEDGE AND BASIC EDUCATION

  • Gisela Maria da Fonseca Pinto Universidade Federal Rural do Rio de Janeiro
  • Agnaldo da Conceição Esquincalha Pontifícia Universidade Católica de São Paulo

Resumo

Since 2010 the Government of the Rio de Janeiro State has implemented a series of public policies to improve the teaching and learning Math system, all of them permeating the continued formation of teachers, which we emphasize a Continued Education Course, it was thought from a Basic Résumé recently implemented to all the state school from Rio de Janeiro, initially in a level of improvement, but it can lead the student to a post-graduation lato sensu and the New Education of Young Adults, it is focused in competencies and abilities, which also can be started as an improvement and conduct to a specialization according to the wish of the teachers who participate. These two moments of continued education to the teachers are permeated for the utilization of GeoGebra associated to formation and exploration situations of mathematic concepts.

Referências

DUBINSKY, E. Reflective abstraction in advanced mathematical thinking. In: TALL, D. (Org.). Advanced mathematical thinking. Dordrecht: Kluwer: p. 95 - 123.

GRAY, E.; TALL, D. Duality, ambiguity and flexibility: a proceptual view of simple arithmetic. The Journal for Research in Mathematics Education, v. 26, 2, p. 115 – 141, 1994.

KOEHLER, M. J.; MISHRA, P. Introducing technological pedagogical knowledge. In: AACTE (Ed.). The Handbook of technological pedagogical content knowledge for educators. [S.l.]: Routledge, 2008.

MION, R.; ANGOTTI, J. Em busca de um perfil epistemológico para a prática educacional em educação em ciências. Ciência & Educação, v. 11, n.2, p. 165-180, 2005.
Publicado
2015-12-04