Aprendizagem geométrica em torno das ideias presentes na simulação de um motor a dois tempos no GeoGebra: um estudo de caso

Abstract

This research focuses on the geometric learning manifested by a group of future teachers from the Integrated Degree in Science, Mathematics and Languages of the Institute of Mathematical and Scientific Education (IEMCI) and three mathematics teachers who participate in the activities of Simulators with GeoGebra (ESG). Specifically, in the construction of a circular sector in GeoGebra to represent the crankshaft part of a two-stroke engine. From the historicalcultural point of view of the Objectification Theory, this learning is analyzed with attention to the objectification processes of geometric knowledge manifested during a series of activities carried out in the moments of mathematization and mathematical work, using a multisemiotic analysis. The results highlight some aspects of the objectification processes evidenced in the performance of teachers and students in relation to the activities carried out to represent the circular sector in GeoGebra and the semiotic means used by individuals.