CONOCIMIENTOS TECNOLÓGICOS Y EL ESPACIO DE TRABAJO MATEMÁTICO IDÓNEO DE PROFESORES EN LA ENSEÑANZA DE CUADRILÁTEROS

• DOI: https://doi.org/10.22533/at.ed.7892411045

• Palavras-chave: Geometría, Tecnología, formación, conocimientos

• Keywords: Geometry, Technology, professional development, knowledge.

• Abstract: This research, forms part of a project, aims to analyze the technological knowledge and the suitable Mathematical Working Space (MWS) of teachers while teaching quadrilaterals. The study integrates the Technological Pedagogical Content Knowledge (TPACK) model with the MWS theory to understand how teachers incorporate technology into the teaching of geometry, specifically in quadrilaterals. The importance of the integration of technology in the teaching of quadrilaterals is highlighted, with tasks that promote the activation of different genesis and planes and the use of digital artifacts. The methodology used involves a three-phase qualitative approach. As part of the research, in-service teachers training participates in a workshop where they interact with various technological tools to improve their TPACK and plan the teaching of quadrilaterals. In this work, a task is proposed using a manipulative board called Polypad to find the area of an isosceles trapezoid in which, through cutting, dragging, and turning, a trapezoid is configured, and it is shown that the area of the trapezoid is equivalent to the area of the reconfigured figure. It is concluded that the task allows the development of technological knowledge and increases the teachers' confidence in the use of the Polypad. On the other hand, the use of this artifact implies recognizing the importance of exploration and visualization. In addition, it is shown how mathematics teachers can teach quadrilaterals using digital artifacts. Relations between TPACK and the suitable MWS of teachers are established.