This article presents the results of research related to the use of digital resources for learning the concepts of proportionality. The main theoretical basis for this analysis is Conceptual Fields Theory by Gérard Vergnaud, and the methodology chosen is the Didactical Engineering. The subjects of this research were eighth-grade students from a school in a small town, Rio Grande do Sul, Brazil. There was a report of one of the activities with the analysis of students' conceptual constructions using the Virtual Geoplano software. It was observed that in the resolution of situations the conceptual field cannot not always can be made in a wide-ranging way, and that the process of knowledge making is not linear.
Mathematics teaching; Basic Education; Proportionality; Theory of conceptual fields; Learning; Educatitonal technology
