Abstract
The research, of a qualitative nature, sought to answer the following question: how can participants in a didactic workshop develop geometric visual thinking based on activities with folds on an A4 sheet involving fundamental elements of euclidean geometry? To this end, the general objective was to analyze the geometric visual geometric thinking of participants in a didactic workshop when carrying out activities with folds on a sheet of paper and identifying geometric elements contained in these folds. The results showed a limitation in the visualization of straight lines, half-lines, straight segments, reflections, polygons and polygonal regions, which characterizes a lack of developing visual geometric thinking in the teacher of training of mathematics teachers.
Published Version
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