In-service teachers’ mathematical work on quadrilaterals and their technological knowledge

This article aims to analyze the mathematical work of teachers, associated with their technological knowledge (TK) of quadrilaterals teaching. The research subjects are secondary mathematics teachers. The study uses as a basis the technological pedagogical content knowledge model and the theory of mathematical working spaces. It follows a qualitative research methodology and a case study method. Mathematics teachers interact with digital artifacts to increase their TK in the development of their mathematical work by solving a task on quadrilaterals as their students would. This study presents the analysis of a task involving the construction of a quadrilateral by using GeoGebra. The study revealed that the mathematical work of teachers was favored by developing their TK and their confidence in the use of GeoGebra since using this digital technology implies recognizing the importance of exploring and visualizing representations of mathematical objects.