The present research aims to analyze the transit between School Mathematics (ME), Mathematics of Mathematician (MM) and Mathematics of GeoGebra (MG) associated with the productions of course participants who addressed the content of conics in three editions (14th, 15th) and 16th edition) of the GeoGebra course. This objective seeks to answer in an investigative and interpretive way how does the GeoGebra Mathematics (MG) interfere and / or support the School Mathematics (ME) and the Mathematician of the Mathematician (MM)? Methodologically, Discursive Textual Analysis (ATD) was adopted, which, according to Moraes and Galiazzi (2006, 2016), is characterized as a data analysis approach that transits between two established forms of qualitative research analysis, which are the analysis of discourse content and analysis. We seek to support the academic environment on the different languages and ways of producing meanings by deepening the possibilities and limitations of the GeoGebra software, as well as on the qualities of the course, emphasizing the interactions and collaborations of the course participants resulting from productions carried out in a virtual environment. To this end, the research explores in the productions of the students similar meanings that delimited categories amid the cyclical movement of interpretation and impregnation of the research corpus, communicating the understanding of the new emerging through the metatext.
GeoGebra course; Mathematician mathematics; GeoGebra Mathematics; Mathematician Mathematics; Conical.
CONICAL PRODUCTIONS OF THE GEOGEBRA COURSE ASSOCIATED WHEN TRANSITING MATHEMATICS, MATHEMATICS, GEOGEBRA MATHEMATICS AND SCHOOL MATHEMATICS