Sep 2026· Revista Latinoamericana de Investigación en Matemática Educativa· 0 citations· 10 references
Abstract
This study analyses how two first-year students enrolled in a Higher Professional Technical Course construct a visual proof of the trigonometric identity for the sine of the sum of two angles. The AiC and RBC+C models are adopted, using GeoGebra. A qualitative interpretative study was conducted with two students in the context of a Mathematics lesson. The empirical data include the students’ written and oral productions, dialogues between the students and the teacher, and the teacher’s written records. The epistemic actions mobilised were analysed, supported by subcategories developed for the study in accordance with the mathematical content and the required visual proof. The results show that the R, B and C actions evolved in an integrated manner, leading to the emergence of action C. Action R fostered the abstraction process, while the articulation between R and B constituted the central axis of the construction. GeoGebra supported the construction of the visual proof.
The integration of generative artificial intelligence (AI) into university calculus teaching has advanced rapidly, yet many observed practices remain instrumental and answer-oriented, which encourages students to delegate their reasoning to the tool. This theoretical-methodological paper proposes and grounds the GeoIA-...
Marco Gutiérrez Montenegro· Cuadernos de investigación y...· 0 citations
The teaching of sequences in initial teacher education is often restricted to the Fibonacci sequence, frequently presented due to its historical origin or associated with classic figures in mathematics, which can generate conceptual gaps in teacher education. Thus, this empirical study proposes a didactic sequence on m...
Maria Graciene Moreira dos Santos, F. Alves· Revista Internacional de Pes...· 0 citations
The findings show improvements after the intervention and suggest that the GeoGebra-mediated didactic sequence represents a relevant alternative for supporting the learning of regular polygons and strengthening geometry teaching in Basic General Education.
Pedro Luis Intriago Intriago, Santiago Paul León Granizo, J. Alba-Cabañas et al.· Tesla Revista Científica· 0 citations
This article analyzes the types of knowledge about Three-Dimensional Geometry mobilized by teachers in the early years of Elementary Education in the teaching of three-dimensional figures. It investigates the geometric, pedagogical, and technological knowledge mobilized by teachers when dealing with this content. This...
Julio Silva de Pontes, C. Campos, Elivaldo Serrão Custódio· Revista Internacional de Pes...· 0 citations
The conclusion is that combining both tools with traditional calculation helps students understand the same content from different angles, in line with what the BNCC asks for.
P. C. dos Santos· Revista de Estudos Interdisc...· 0 citations
Considering the context of research in Mathematics education supported by digital technologies, we present results of a study that aimed to discuss difficulties that undergraduate Mathematics students have in Analytic Geometry, specifically in conic sections, from the perspective of the Theory of Semiotic Representatio...
Jhonatan de Holanda Cavalcanti, Ricardo Tibúrcio dos Santos, F. Bellemain· Revista Internacional de Pes...· 0 citations
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