Formative Goals of Mathematics Teachers Participating in the 17th Edition of the Course of GeoGebra

Abstract

This article aims to present the objectives expressed by the course participants of the 17th edition of the Course of GeoGebra, to verify whether or not they were achieved and to analyze them in light of the proposal of course proposal and studies in the educational field in order to provide elements to the organization of new editions of the Course of GeoGebra itself, as well as other distance courses aimed at the professional development of Mathematics teachers with digital technologies. The research data were produced through a form at the end of the 17th edition of the course and the public notice and the project for that edition were also considered. Data analyses took place from a categorization of the course participants' answers to the questions on the form and our production of meanings for them, via a Plausible Reading. The analyses carried out allow us to indicate that the course meets different kinds of objectives due to its organization around the open-scope tasks and the interaction between the course participants. In addition, the answers allow identifying a perspective of teaching and learning Mathematics with technology focused mainly on the visualization of mathematical entities and the belief that software can stimulate and modify teaching practices. Based on the analyses, we pointed out that in future editions of the course we should emphasize other aspects of teaching practice in addition to the technical capabilities of the GeoGebra and emphasize different possibilities for interaction that the course offers.