Classroom events on problem solving with GeoGebra anticipated by future mathematics teachers

Abstract

This paper presents an analysis of the classroom events that a group of future teachers of Secondary Education mathematics identified from their own experience when using GeoGebra to solve problems. The data analyzed are from the written materials by twelve mathematics majors who were studying the Mathematics for Teaching course. The students, in pairs, solved three problems using GeoGebra. They were then asked to posit three events that could arise if their students were to use GeoGebra to solve problems. After analyzing the events presented, they were classified in terms of mathematical reasoning, mathematical creation and techno-mathematical ability.