GEOMETRIA DINÂMICA: uma visualização de problemas olímpicos sob o viés das situações didáticas olímpicas

Abstract

The use of digital technologies such as Geogebra to solve dynamic problems - viewed through the lens of “Olympiad Didactic Situations” (SDOs) - awakens epistemological curiosity and sparks discussion about the nature of learning. In this context, this study addresses the following research question: What are the strengths and weaknesses of first-year high school students-enrolled in the Integrated Technical Course in Informatics at the Federal Institute of Education, Science, and Technology of Piauí (Piripiri Campus)-regarding the use of dynamic geometry combined with SDOs to explore the interrelationship between the algebraic and geometric domains? This is a descriptive field study employing a qualitative approach, grounded in the categorical content analysis method advocated by Bardin (1977). The results indicate that students faced difficulties primarily during the formulation and validation phases, revealing gaps in their understanding of plane geometry concepts. Regarding GeoGebra, the study highlights visualization as its primary strength. Conversely, the students' greatest challenge-unrelated to dynamic geometry itself-was linking mathematical concepts to the problem at hand. Furthermore, the pedagogical workshop proved productive, as students achieved better results on the post-test than on the pre-test, particularly regarding the areas of plane figures and functions involving geometric dependency