Saberes necesarios para la gestión del trabajo matemático en la elaboración de simuladores con GeoGebra

Abstract

Club GeoGebra (CG) project expansion in Venezuela high schools demands to design each year training opportunities for new teachers (CG promoter). An essential component of the design is the knowledge related with modelling processes that happen when the CG students develop simulators. To unveil this component, we conducted a study in which we identify and describe the knowledge for the management of mathematical work recognized by a group of CG promoters. These teachers discussed the practices of solving construction tasks with GeoGebra of a colleague and his students, while their discussions were recorded on video. Using an interpretative analysis technique, we identified three types of knowledge needed to manage the mathematical work: knowledge of how to analyze a construction inconsistency, knowledge of how to communicate a * Máster en Nuevas Tecnologías Aplicadas a la Educación por la Universidad Autónoma de Barcelona, Universidad de Alicante y Universidad Carlos III de Madrid. Profesor Agregado del Departamento de Matemática y Física, Facultad de Humanidades y Educación, Universidad del Zulia (LUZ), Venezuela. Dirección postal: Avenida 16, Ciudad Universitaria “Dr. Antonio Borjas Romero”, Núcleo Humanístico, 15165, Maracaibo, Venezuela. E-mail: juanl.prietog@gmail.com. ** Doctor en Matemáticas por la Universidad de Granada (UGR). Profesor Titular de la Facultad de Ciencias Económicas y Sociales, Universidad de Carabobo (UC), Campus La Morita, Venezuela. Dirección postal: Avenida Ruiz Pineda, s/n, La Morita, Maracay, Venezuela. E-mail: ortizbuitrago@gmail.com. ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v33n65a15 Bolema, Rio Claro (SP), v. 33, n. 65, p. 1276-1304, dez. 2019 1277 construction technique and knowledge of how to anticipate the technique before it is used. Our results suggest that the knowledges are rooted in the practical experience of the CG promoters. However, the recognition of such knowledge not only has its subjective side, but also a cultural side that we discussed at the end of the article.