CONTINUING EDUCATION FOR TEACHERS OF THE EARLY YEARS: REVISITING PLANE FIGURES WITH DYNAMIC GEOMETRY SOFTWARE

Abstract

This paper discusses episodes of teaching practices of two primary school teachers whom, during a course of continuing education, have revisited some geometrical concepts. The focus is on the reconstruction of mathematical concepts of these teachers, however, we also present methodological strategies and decisions taken by them in order to support students' learning. The underlying research was carried out along the course "Geometria em Ação" (Geometry in Action), which was centered on the Planar Figures subject, with Cabri-Géomètre software. The theoretical framework was constructed from Schön’s concepts of reflection; Ponte & Oliveira’s notions of didactical knowledge and the connection between theory and practice from Tardif’s thought. The methodology used on this qualitative study was the Design-Based Research. Reflections on the (re)construction of geometrical concepts and on the practice of teaching are presented. We conclude that reconstruction of geometric concepts occurred with both teachers, especially regarding the definitions and properties of triangles and quadrilaterals. Concerning the teaching practice, they became aware of the decisions taken during the planning of their classes, as well as during those classes, evaluating their teaching and pedagogical decisions later.

Keywords: Geometry; Teacher education; Primary Teachers; Cabri-Géomètre.