EXPANDINDO TELAS E CONTANDO EXPERIÊNCIAS EM EDUCAÇÃO MATEMÁTICA COM O GEOGEBRA: da sensibilidade do toque à produção de conceitos de integrais múltiplas com o smartphone

Abstract

In the intertwine of several voices that resonate about a research topic, we can find many other authors, without forgetting the researcher's voice. Thus, in this research report in which the themes are binded “concept production”, “smartphone” and “double integrals”, the research question arises “how does the production of knowledge of double integrals with smartphone and the GeoGebra application occur?”. To this end, we aim to analyze knowledge production processes about double integrals with smartphones and GeoGebra. We set as specific objectives: i) Analyze movements and changes in the activity system by working in the GeoGebra environment with the smartphone in studies on integrals; ii) Analyze possible contributions and limitations of smartphone and GeoGebra in the extension of concepts from simple integrals to double integrals; iii) Analyze possible expansive transformations occurred in the activity system during the study of the concepts of double integrals with the smartphone. As a theoretical framework we found in the third generation of Theory of Activity (TA) support for the analysis of human activity, in this theory we understand the activity as a collective systemic form. In the production of data, taking into account the qualitative nature of the research, we developed a Graduate Education Project with duration of five meetings along three Mondays in November 2019. Held at the Federal University do Mato Grosso do Sul, campus of Campo Grande, in which 11 students from the Mathematics and Physics courses participated. The data was generated by screen recording of the participants' own smartphones, by written production (answers to trigger questions) and by an interview. Hence, through the TA, we analyzed the videos of a trio and interpreted that the smartphone, through its visual appeal and the ability of instant feedback, has the potential to cause, or favor, a transformation in the ways of producing knowledge about double integrals and, besides that, observe what the extension of concepts means, such as domains, graphics and mathematical language. Still, it showed us that the interaction between subjects and mediators is essential to their development. The exchange of information, discussions and analysis made it possible for them to (re) think and extend concepts previously discussed only with non-digital technologies. Another technology brought other possibilities for the production of knowledge of double integrals. Keywords: Mathematical Education. Digital Technologies. Theory of Activity. College Education. Knowledge Production.