Inventive appropriation of GeoGebra
mathematical activity in the interaction between teachers and a dynamic environment
DOI:
https://doi.org/10.23925/2237-9657.2025.v14i2p087-103Keywords:
dynamic geometry environment, linear regression, instrumental genesisAbstract
This article investigates how the inventive use of GeoGebra can alter mathematical activity, based on the analysis of the resolution of a geometric problem from the 19th Brazilian Public School Mathematics Olympiad (OBMEP) by mathematics teachers. The qualitative research was guided by the lenses of Instrumental Genesis and the potentialities of dynamic geometry environments. The adopted methodology involved audio and video recording and analysis of participants’ interactions with GeoGebra. The study revealed moments of tool instrumentalization, cognitive reorganizations, and both reconstruction and construction of new mathematical knowledge. The proposed activity promoted the construction of a dynamic geometric figure, the exploration of relationships between area and linear function, and culminated in the construction of a piecewise function via linear regression. The results indicate that proposals aligned with the creative use of GeoGebra can foster an epistemic learning environment in which participants develop their own strategies and transform mathematical concepts.
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