Abstract
Generally, motions are not included in basic education, and only a static view of isometries is studied. The main purpose of this paper is to present some results of research on the analysis of modeling processes of isometric translation motion, carried out by first-year high school students from a public school in Goiás-Brazil. Data were collected from the participant’s resolutions in face to face and on line workshops, but not to do compared. The analyses were conducted qualitatively, according to the claim-making/participatory conception, where participatory action is dialectic and focuses on producing changes in practices. This research is characterized as exploratory, descriptive, and explanatory. The data were categorized and we observed that the modeling processes involved: a graphic geometric approach; arithmetic approach; algebraic approach; written maternal language; and written mathematical language.
Published Version
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