Contributions of educational practice with Geogebra software for male and female mathematics teachers in the early grades of Elementary School

Abstract:

This paper discusses results of qualitative research that aim to explain the contributions to in-service teacher education at elementary school according to their engagement in practice using GeoGebra to teach geometry in Minas Gerais State, Brazil. We have used action-research methodology. The data were collected through participant observation methods. Also, we have used as instruments a research journal, audio and video recordings of the teacher education program, and semi-structured interviews with two teachers. Categorical Content Analysis was used to address the data. The results suggest that teacher knowledge is molded from their involvement with the program, thus expanding their disciplinary, experiential, and personal relationships by associating theory and practice in this know-how. We also highlight evidence that this expansion and mobilization of knowledge favored the incorporation of GeoGebra in their didactic and pedagogical repertoire.

Keywords:
Mathematics teaching; Geometry; Elementary school; Education technology; GeoGebra; Teacher continuing education