Abstract
This article presents a study that analyzes a Learning Object (LO) of graph interpretation, conduced with teachers in initial training in the Institutional Program of Scholarships for Teaching Initiation — PIBID. The qualitative empirical study aimed to analyze and discuss pedagogical and exploratory conditions of the LO built in the GeoGebra software. Data were collected from the participants through activities created and shared in the LO, field notebook annotations, observations, records and description of representations. In the organization and analysis of data, the categorization was used. The theoretical framework encompasses reflections on policies for Initial Teacher Training, in interaction with digital alternatives, study of graphs and mathematical visualization. The results suggest that LO, mediated by digital technologies in Mathematics Degree, promotes discussions and reflections regarding future pedagogical possibilities of representation, creativity and construction of mathematical thinking.
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