The Modern Mathematics revolution, in 1950, introduced a new way of teaching Mathematics, which empathizes the symbolism and demands on students a great amount of abstractions, leaving Mathematics out of the real life. As a result, the student who learned through this curriculum did not learn enough about Geometry and is not able to realize the relationship about this content and the reality. On the other hand, the teacher who does not know Geometry is not able to notice the beauty and the importance of this subject to the individual development. Geometry instigates the child to observe and notice similarities, differences; as well as to identify irregularities. The aim of this paper is to identify the knowledge level of the students from Specific Center of Teachers' Formation and Improvement (CEFAM), who are future primary grades teachers of São Paulo State, about the concepts of point, straight line, plain, angles, polygons and circumferences; and to verify the contributions of computer for building these geometric concepts. Thus, we have leaded a research with 30 students of CEFAM from Presidente Prudente-SP. Based on the identification of learning difficulties we organized and developed the intervention - formation schema, using the computer as a learning instrument and work projects that were supported by the Constructionist approach. The future teacher who does not understand Geometry will not be able to contribute for the development of the geometric notion of a child. This notion is the one that able the child to observe, understand, describe and represent, in organized way, the world where we live.
teachers' formation; computing in education; geometry learning
