Keywords
Theoretical justifications
Digital technologies
Dynamic geometry
Pre- and inservice teacher education
How to Cite
Abstract
In this article, we reflect on how mathematics teachers build geometric justifications based on geometric
relations and properties as they solve a task about quadrilaterals and their angle bisectors, all within the online
environment, Virtual Math Teams with GeoGebra (VMTwG). The teachers, participants in a continuing
education project with digital technologies, work collaboratively in small teams to construct geometric figures and solve geometric problems. Given a sequence of tasks designed for discussion and resolution within a
collaborative online environment, we analyze how three teachers collaboratively and discursively construct theoretical justifications based on their own conjectures and perceptions of relations among geometric objects,
without the use of measurement. These theoretical justifications and the conditions in which it manifested
generate implications for mathematics teacher education and for teachers’ classroom practice.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2016 Zetetiké: Revista de Educação Matemática
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