GeoGebra como andaime : uma experiência na resolução de problemas de geometria

Abstract

We present a reflection on the use of the GeoGebra tool and the problem solving methodology in the context of teaching of geometry at the fundamental and middle levels. In this sense, we promote experiences with the tool where student autonomy in encouraged. Our proposal is based on the resolution of geometry problems through activities implemented on the platform, which we call guided resolutions. A guided resolution is a sequence of steps or geometric constructions presented incrementally, and documented with suggestions prepared by the teacher. Its purpose is to encourage the student to build the resolution autonomously, with some support. The main theoretical foundation of this proposal is the concept of the Proximal Development Zone, derived from L. Vygotsky's social interactionist theory. We performed interventions in a computer lab with thirty students from the 9th grade of elementary school and the 1st grade of a private school in the municipality of Teresina - PI. Through the application of questionnaires and participant observation, we concluded that both classes evolved in the ability to solve the proposed activities, even on paper, after the use of the tool. It appears that the GeoGebra tool has great mediating potential in the student - teacher and student - content relationship, fits well with the problem solving methodology, and can be explored for the construction of student autonomy.