Abstract
The article proposes to discuss the possibility of (re)elaboration of mathematics teaching, through a reflection on the effects of initial training, through the PIBID, on the development of the undergraduate teaching practice. With a qualitative approach, the study is characterized as descriptive analytical and took as objects of analysis semiannual reports and records available on the PIBID/Mathematics Subproject blog of the IFCE, campus Cedro in the period from 2014 to 2017. Based on the mapping of teaching practices, the study of function with the help of GeoGebra as a teaching instrument stands out. The discussions indicate that the context of PIBID, can contribute to the mobilization and appropriation of theoretical and practical knowledge, evidencing positive implications in relation to the use of GeoGebra in teaching and mathematical learning activities, indicating that the software can cooperate for learning development of elementary school students and favor the professional development of the future teacher.
Keywords:
Teaching learning; Pibid; Initial formation; GeoGebra; Teaching of Functions