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In this article we reflect on the representation records that intervene in the study of curves and surfaces, as reference mathematical objects, exploring the Sieve-Geometric technique. For this, we analyse the GeoGebra software and the practices of the students of a Master course in Mathematics Education to solve a problem using the paper/pencil environment. The results show that students have mastery of their geometric thoughts in the treatment of objects in the two-dimensional plane, but present difficulties in the representation of geometric objects in three dimensions, which are manifested in the inadequate mobilization of geometric thoughts on the curved and surface sieve, delimiting the geometric object involved in the problem, both in Spatial and Analytical Geometry. [ABSTRACT FROM AUTHOR]

The paper approaches the digital technologies use perspectives in the mathematics teacher initial education with emphasis on professional practice in basic education. The analysis was guided by theoretical perspective of technological, pedagogical and contend knowledge of Mishra e Koehler. Thus, we realize the investigation in the course of Mathematics Licentiate of a federal public university of the State of Santa Catarina, Brazil, on which examined institutional curriculum documents and teaching plans of all disciplines. Furthermore, we examined empirical material constituted from questionnaires and interviews realized with teachers and students. The results pointed four perspectives of articulation of the technologies to de pedagogical and content knowledge. The analyses and discussion about these perspectives indicate that the articulation between pedagogical, technological and content knowledge in the formative activities contributes to the teacher initial education in direction to professional practices changes. [ABSTRACT FROM AUTHOR]

The purpose of this research was to identify and analyze the scientific publications, national and international, about the pedagogical strategy of the flipped classroom in the teaching of Mathematics. The study retrieved 16 papers, covering investigations in the contents of Calculus, Numerical Methods and Linear Algebra. Other searches showed the inversion of the classroom in the reduction of anxiety and also in the use of this proposal by teachers of Mathematics. Such mapping indicated a limited number of publications, from 2014 to 2017, with only five journals. Therefore, it is considered necessary new searches that can discuss the flipped classroom and the influences of this one in the teaching of Mathematics. [ABSTRACT FROM AUTHOR]