| Sumario: |
The types of knowledge that prospective mathematics teachers use when faced with tasks
involving technology are interesting because this knowledge can be used as a basis for analyzing
the relevance of these types of activities when teaching mathematics. This investigation is intended
to identify the knowledge evidenced by these prospective teachers when they carry out an activity
involving geometry, technology and pedagogy. To do so, a task was designed which was used with
65 trainee teachers, and the Technological Pedagogical Content Knowledge model was used to
analyze the information gathered. The results show that prospective teachers make use of
knowledge in all of the domains and almost all of the subdomains of the model, confirming that this
type of activity triggers these types of knowledge.
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