The use of the Theory of Didactic Situations with the support of GeoGebra in the continuing education of Mathematics teachers

Abstract

This work presents a research carried out in the context of in-service continuing education for Mathematics teachers, through the application of a didactic situation, constituted by a problem-situation of Plane Geometry, more specifically about the area of ​​plane figures. The objective of this work was to verify how the TSD, aided by GeoGebra, can contribute to the continued in-service training of Mathematics teachers. The research methodology used was the Education Didactic Engineering (EDF), as it is appropriate for the scenario of teacher education. The theoretical foundation, in turn, was based on the Theory of Didactic Situations (TSD), which refers to a theoretical model of teaching, guided by four dialectical phases, namely: action, formulation, validation and institutionalization. To this end, a training moment was organized, in which the subjects, at first, were a group of eight high school Mathematics teachers, from two state schools, located in the municipality of Caucaia/CE. On the occasion, a didactic situation was applied, in order to analyze the actions and strategies manifested during the process. As a way to help the visual perception, during the resolution of the problem situation, the GeoGebra software was used for visualization and manipulation of the present geometric elements. Then, a final questionnaire was carried out in order to verify the perceptions that the participants had when experiencing the TSD stages. Thus, at the end of the study, it was evident that the training carried out in this work aroused the interest of the participating teachers, in relation to the use of GeoGebra in the classroom, and even provoked, in the face of the analysis of the precepts arising from the TSD, a reflection of their teaching practices.