Elaboration and analysis of mathematical tasks with digital technologies as pedagogical tools
Digital Technologies (DT) in geometry teaching is one of the emerging themes in Mathematics Education. The objective of this dissertation is to elaborate an overview related to the integration of DT in the teaching and learning of Geometry in Basic Education, highlighting the teachers' impressions and aspects of their practice. Structurally, the multipaper format will be adopted, encompassing three scientific articles that correlate. The first article contemplates a literature review that seeks to present an overview related to the integration of DT in the teaching of Geometry. The second, of a theoretical nature, approaches the process of elaborating geometry tasks based on DT, as a pedagogical tool for use in teacher training processes. Finally, the third, of an empirical nature, will focus on the analysis of the process of pedagogical recontextualization of Mathematics teachers in Basic Education through the re-elaboration of a dynamic geometry task.