GEOMETRY OF EQUILATERAL TRIANGLE SYMMETRIES: A MATHEMATICAL PERSPECTIVE FOR TEACHER TRAINING

Article Sidebar

PDF
Published: Oct 8, 2025
Keywords:
Symmetry groups, GeoGebra, Visualization, Teacher Education

Main Article Content

Paulo Vitor da Silva Santiago
Federal University of Ceara
https://orcid.org/0000-0002-6608-5452
Francisco Régis Vieira Alves
Federal Institute of Education, Science and Technology of Ceará
https://orcid.org/0000-0003-3710-1561
Maria José Costa dos Santos
Federal University of Ceará
https://orcid.org/0000-0001-9623-5549

Abstract

This article presents a didactic proposal for teaching the symmetries of the equilateral triangle, grounded in Group Theory and the methodology of the Fedathi Sequence. The focus is on exploring the algebraic properties of rotations and reflections mediated by the GeoGebra software, aiming at both the continuing education of mathematics teachers and the initial training of undergraduate students. The proposal seeks to foster visualization, conceptual understanding, and the articulation between Geometry and Algebra. The approach is also based on the Theory of Objectification, emphasizing the active role of the teacher in the construction of knowledge. It is expected that the described experience will contribute to strengthening abstract reasoning through visual and interactive representations.

Article Details

Issue
Vol. 13 No. 1 (2025): North American GeoGebra Journal
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Paulo Vitor da Silva Santiago, Federal University of Ceara

Paulo Vitor da Silva Santiago is a PhD student in Science and Mathematics Teaching (RENOEN/UFC) and a mathematics teacher in the Ceará state education system. He holds a Master’s in Science and Mathematics Teaching (UFC) and researches digital technologies in mathematics education, problem solving, and teacher training.

Francisco Régis Vieira Alves, Federal Institute of Education, Science and Technology of Ceará

Francisco Régis Vieira Alves holds a PhD in Mathematics Education from the Federal University of Ceará and is a tenured professor at the Federal Institute of Education, Science and Technology of Ceará (IFCE). He coordinates the doctoral program RENOEN–IFCE and researches mathematics education, history of mathematics, and technologies in teaching.

Maria José Costa dos Santos, Federal University of Ceará

Maria José Costa dos Santos works with the Doctoral Network in Science and Mathematics Education (RENOEN) and the Master’s in Science and Mathematics Teaching (ENCIMA) at the Federal University of Ceará. Her research focuses on teaching, curriculum, and culture, with a project on cognitive learning networks in Brazil and new methodologies.