LIMA, D. R. S.; http://lattes.cnpq.br/8949271346884128; LIMA, Dayane Ribeiro Silva.
Resumen:
It is known that nowadays, students live in constant interaction with digital resources, which
they do not realize that they can influence significantly in their training as citizens. With the
technological expansion, technology has grown to the point of entering in educational
institutions and has been used in various areas of knowledge. Many mathematics teachers in
particular are adopting this kind of methodology in order to build knowledge of their students
in specific concepts. Then, through the GeoGebra software in application available for
smartphone, we apply some activities, which are aimed at the construction of geometrical
knowledge in classes for the Pythagorean Theorem. Thus, in this study, we sought to answer
the following question: What are the contributions of Digital Technologies (smartphone and
GeoGebra software) to the construction of geometrical knowledge for the construction of the
Pythagorean Theorem with students of the 1st year of high school? From this question, our
objective was to investigate the construction of geometrical knowledge in classes for the
"Pythagorean Theorem", through the GeoGebra dynamic geometry software available in the
smartphone applications. We seek even with this technological tool, promote visualization of
geometric reproduction through the software and make significant and dynamic mathematics
classes. The research was conducted in a public school in the city of Barra de Santa Rosa/PB
in a class of the 1st year of high school. Students studying in the morning, however, the search
was on to turn in time from 13h30 to 15h00, in three days of august. Of the 22 students
enrolled in the 1st year, 18 agreed to participate. We believe that using technology is far from
being a solution to the problems faced by schools, but we noticed that they bring with them,
significant considerations for the life of the student, allowing them to both learning content
taught by the teacher, as well as the new pedagogical tool used.