Architecting with High School Students Arguments about Quadrilaterals in a Virtual Environment with GeoGebra
Argumentation; Quadrilaterals; Dynamic Geometry Environment; VMTcG.
The use of a dynamic geometry environment (DGE) can favor the understanding of mathematical concepts through experimentation and investigation, and can also aid in the elaboration and construction of mathematical arguments. However, its use in situations that predict online interactions is still little researched in Brazilian mathematics education. This research aims to work in the Virtual Math Teams environment with GeoGebra (VMTcG) aiming at the analysis of arguments in activities on quadrilaterals by high school students of a Public School in the State of Rio de Janeiro. The activities were implemented in the second half of 2017 in weekly online meetings. The data were collected in the VMTcG environment itself, through tables and spreadsheets or through the VMT player. Throughout the interactions we noticed that the students had difficulties in producing justifications, explanations and arguments to base their ideas. The valorization of the production of the arguments can lead to a differentiated understanding of mathematical concepts and properties. For this to occur we must be careful in the elaboration of activities and their objectives. It is important to work on tasks that value students' arguments, as we will be stimulating a more dialogic learning, different from just memorizing properties. As a product the dissertation generated an educational online curricular material.