Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-19T12:48:57Z No. of bitstreams: 1 2016 - Alexandre Rodrigues de Assis.pdf: 4979327 bytes, checksum: 5e0ad89b3f3293076de6fcf16e11f879 (MD5) / Made available in DSpace on 2016-10-19T12:48:57Z (GMT). No. of bitstreams: 1 2016 - Alexandre Rodrigues de Assis.pdf: 4979327 bytes, checksum: 5e0ad89b3f3293076de6fcf16e11f879 (MD5) Previous issue date: 2015-11-30 / The continuous and accentuated development of the digital technologies has provided challenging situations in the educational field. In this context, the use of mobile devices can represent a beneficial time for reflections on the creation of favorable environments for mathematical learning. Particularly the touchscreen devices can contribute to the formation of a new learning space. This research aimed to design, implement and analyze isometries activities using tablet on an ongoing teachers training - in Normal Mode - in Middle Level. The research with characteristics of Design was guided by the following questions: i) how are the touchscreen performances in the resolution of the proposed tasks?; and ii) how do the students handle doing rotations in GeoGebra touch and in Geometric Constructer? As data collection instruments were used (a) researcher records, (b) students' records for the proposed activities, (c) icons sheet, (d) recording audio and video, and (e) recording of touches made in tablet screen using Screen Recorder Pro. The study field was conducted with 10 students of the 1st year in a public school in the metropolitan region of Rio de Janeiro. Besides theoretical reflections we conducted the analysis of episodes that emerged from implementations with GeoGebra touch and Geometric Constructer. By a survey with characteristics of Design and marked theoretical referential in vigotskianas conceptions, we conducted theoretical reflections about the gestures and touchscreen manipulation and we illustrate the analysis of interactions that emerged from implementations with GeoGebra touch and Geometric Constructer. The results indicate that the use of tablets, linked to the development of tasks considering the specificities of the software contributes to the construction of mathematical concepts and cognitive development. The analysis also revealed that touchscreen manipulation contributed to perform rotations using two or three fingers and performances that refer to the composition of isometric transformations, providing the (re)construction of meanings. / O cont?nuo e acentuado desenvolvimento das tecnologias digitais tem propiciado situa??es desafiadoras no ?mbito educacional. Nesse ?mbito, o uso de aparatos m?veis pode representar um momento prof?cuo para reflex?es sobre a cria??o de ambientes favor?veis ao aprendizado matem?tico. Particularmente, os dispositivos touchscreen podem contribuir para a constitui??o de um novo espa?o de aprendizagem. Esta pesquisa teve como objetivos elaborar, implementar e analisar atividades de isometrias, utilizando tablet, em um curso de forma??o de professores - na Modalidade Normal - em N?vel M?dio. A pesquisa com caracter?sticas de Design foi orientada pelos seguintes questionamentos: i) como s?o as performances de touchscreen na resolu??o das tarefas propostas?; e ii) como os discentes manipulam fazendo rota??es no GeoGebra touch e no Construtor Geom?trico? Como instrumentos de coleta de dados foram utilizados (a) registros do pesquisador, (b) registros dos alunos para as atividades propostas, (c) folha de ?cones, (d) grava??es em ?udio e em v?deo, e (e) grava??o dos toques realizados na tela do tablet utilizando Screen Recorder Pro. O trabalho de campo foi desenvolvido com 10 alunos do 1? ano em uma escola p?blica estadual da regi?o metropolitana no Rio de Janeiro. Al?m de reflex?es te?ricas realizamos a an?lise de epis?dios que emergiram de implementa??es com o GeoGebra touch e Construtor Geom?trico. Mediante uma pesquisa com caracter?sticas de Design e referencial te?rico balizado em concep??es vigotskianas, realizamos reflex?es te?ricas acerca dos gestos e manipula??es touchscreen e ilustramos a an?lise de intera??es que emergiram de implementa??es com o GeoGebra touch e Construtor Geom?tricor. Os resultados indicam que o uso de tablets, vinculada ? elabora??o de tarefas considerando as especificidades do software, contribui para constru??o de conceitos matem?ticos e desenvolvimento cognitivo. As an?lises tamb?m revelaram que manipula??es touchscreen contribuiram para realizar rota??es utilizando dois ou tr?s dedos e performances que remetem ? composi??o de transforma??es isom?tricas, propiciando a (re)elabora??o de significados