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Este trabalho descreve uma investigacao qualitativa que teve como sujeitos um grupo de professores de Matematica da Escola Basica Publica que participaram voluntariamente de uma iniciativa de formacao continuada. A pesquisa aqui descrita teve como objetivo constituir estrategias didaticas por meio das quais os professores pudessem aprimorar/ressignificar seus conhecimentos acerca de um tema da geometria euclidiana plana, a homotetia. Os sujeitos participaram de uma serie de atividades com o uso de tecnologias digitais e nao digitais, por meio de interacoes virtuais e presencias, em regime de convergencia, no âmbito das quais puderam constituir um percurso investigativo que lhes permitiu realizar progressos em relacao aos saberes que possuiam acerca do tema, principalmente por meio de formacao de coletivos compostos por professores e tecnologias, bem como a partir do desenvolvimento de fluencia em relacao as interfaces em jogo. This paper describes a qualitative investigation that had as subjects a group of Mathematics teachers of Public Basic School who voluntarily participated in a continuous education initiative. The aim of the research here described was to constitute didactic strategies through which the teachers could improve / re-significate their knowledge about a theme of Euclidean plane geometry, homothety. The subjects participated of several activities with the use of digital and non-digital technologies, through virtual interactions and regular ones, under a convergence regime, within which they could constitute an investigative path that allowed them to make progress in relation to the knowledge that had on the subject, mainly through the formation of collective composed of teachers and technologies, as well as from the development of fluency in relation to the interfaces at play.

educação matemática pesquisa

Estratégias didáticas com tecnologias na formação continuada de professores de Matemática: uma investigação sobre homotetia&lt;br&gt;Didactic strategies with technologies in the continuous education of Mathematics teachers: an investigation about homothety