Teachers’ mathematical work on quadrilaterals area with digital technology

Jesus Victoria Flores Salazar 1 * , Daysi Julissa García-Cuéllar 1, Carolina Henríquez-Rivas 2, Alain Kuzniak 3
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1 Pontificia Universidad Católica del Perú, Lima, PERU
2 Universidad Católica del Maule, Talca, CHILE
3 Université Paris Cité, Paris, FRANCE
* Corresponding Author
EUR J SCI MATH ED, Volume 14, Issue 3, pp. 306-321. https://doi.org/10.30935/scimath/18435
Published: 17 April 2026
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ABSTRACT

The aim of this paper is to analyze the mathematical work done by teachers when interacting with a GeoGebra application in a task on the area of quadrilaterals. The theoretical framework is focused on the mathematical working space (MWS) theory. The research approach is qualitative, based on a case study. The research subjects are two high school mathematics teachers. Results show that, in the personal MWS of both subjects, iconic visualization and pragmatic proof prevail, and the activation of the semiotic and discursive genesis is largely highlighted. Also, the type of device used has been proven to generate different MWS.
Keywords: mathematical work, teacher training, quadrilaterals, areas, qualitative research

CITATION

Salazar, J. V. F., García-Cuéllar, D. J., Henríquez-Rivas, C., & Kuzniak, A. (2026). Teachers’ mathematical work on quadrilaterals area with digital technology. European Journal of Science and Mathematics Education, 14(3), 306-321. https://doi.org/10.30935/scimath/18435

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