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The aim of the article is to analyze how a mathematics teachers’ group, in a context of teacher education, mobilize their knowledge linked to the resolution, analysis, and development dynamic geometry investigative tasks for teaching geometry at middle and high school. The analytical model of data analysis produced in video developed by Powell et al. (2004), which made it possible to identify and examine seven critical events, which provided information on how the knowledge was mobilized by ten teachers who teach mathematics and a trainer, while dedicating themselves to solving a set of tasks. Subsidized by the knowledge theoretical concepts’ and joint work of the Theory of Objectification (Radford, 2020), the analysis of the seven critical events identified showed the way in which the participants: (i) developed processes of exploration, conjecture, experimentation and generalization, using the GeoGebra software; (ii) identified technological actions inherent to working with dynamic geometry tasks and (iii) considered aspects that characterize the exploration of these tasks for their elaboration. Both the interaction between the participants and the teacher-software and teacher-knowledge relationships were recognized as aspects that influenced the way knowledge was mobilized in this research.

paradigma

Resolución, análisis y elaboración de tareas investigativas de geometría dinámica: saberes movilizados por profesores de matemáticas en formación continua