School geometry and mathematical practices: a case
DOI:
https://doi.org/10.30612/tangram.v6i2.16920Keywords:
Mathematics teaching., Geometry., Digital technology.Abstract
In the context of the increasingly widespread presence of Dynamic Geometry Environments in mathematics classrooms in many countries, it was proposed to identify and classify the mathematical practices that secondary school students develop with a Dynamic Geometry System in class to resolve problems about congruence of triangles via geometrical transformations. This article presents the identification and classification of the repertoire of mathematical practices using GeoGebra of one of the cases analyzed in a public technical secondary school in Argentine. In this study a qualitative methodological perspective was used by means of a multiple-case study. The results help to understanding the teaching and learning processes of geometry mediated with Dynamic Geometry System, in particular from the recognition of the mathematical practices developed in tasks about a geometric concept that is defined as geometric transformation.
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