Made available in DSpace on 2014-12-17T15:04:55Z (GMT). No. of bitstreams: 1 MariaML_DISSERT.pdf: 1784880 bytes, checksum: 8faf0ecb9ae8b0c1f3c6695cd8d2bd73 (MD5) Previous issue date: 2010-08-17 / The present study aims to analyze the potentialities and limitations of GeoGebra software on what concerns trigonometry s teaching and learning processes. Taking the present resources of public school from the state of Rio Grande do Norte, the research intends to answer the following question: Could we use the current conditions of public school and the Geogebra software to optimize the trigonometry s learning and teaching processes situation? . To make it a possible to answer the question above, a module of investigative activities was created and applied. The methodological intervention was made among second year High School students from a public school in Natal, RN. The theoretical reference of Mathematics Didactics was taken was a base, adopting the conceptions of Borba and Penteado (2001), Valente (1999) and Zulatto (2002, 2007) about the use of Information Technology (IT) on Mathematics classrooms. In order to create the investigative activities helped us to understand how the students make their constructions and their visual perception through the process of dragging images on the computer screen. Furthermore, the activities done with the GeoGebra software s resources facilitate the resolution of trigonometry situations / O presente estudo tem como objetivo analisar as potencialidades e limita??es do software GeoGebra no ensino e aprendizagem de Trigonometria. Baseando-se nos recursos presentes nas escolas p?blicas estaduais do Rio Grande do Norte, a pesquisa pretendeu responder ? seguinte quest?o: Poder?amos utilizar as condi??es hoje presentes na escola e, os recursos do software Geogebra para otimizar o ensino e aprendizagem de Trigonometria? . Para tanto, foi elaborado e aplicado um m?dulo de atividades investigativas. A interven??o metodol?gica foi realizada com alunos da segunda s?rie do Ensino M?dio de uma escola p?blica na cidade do Natal, RN. Tomamos como base o referencial te?rico da Did?tica da Matem?tica, adotando as concep??es de Borba e Penteado (2007), Valente (1999) e Zulatto (2002, 2007) no que se refere ao uso da Tecnologia Inform?tica (TI) na sala de aula de Matem?tica. Para elaborar as atividades investigativas, adotamos as concep??es de Ponte, Brocardo e Oliveira (2005) e Ernest (1996). A an?lise das atividades ajudou-nos a entender como os alunos realizam suas constru??es e fazem a apreens?o visual por meio do processo de arrastar as figuras na tela do computador. Al?m disso, as atividades aplicadas com o recurso do software GeoGebra nos levaram a afirmar sobre as alternativas e performance dos estudantes face a solu??o de alguns problemas de Trigonometria