Abstract

The purpose of the research is to account for the geometric learning produced in a simulator creation experience with GeoGebra in Secondary School, in Venezuela. For this, we rely on the objectification process category, developed in the Theory of Objectivation, in order to describe and interpret this learning from the way in which a mathematic teacher and two Secondary School students become aware of the idea of rotation embodied in the tools of software construction. Through a multisemiotic analysis of activity, the various semiotic recourses (signs and artefacts) put into play by the participants are examined in an integrated and systematic way, paying attention to their dialectical and dynamic relations. Participants draw on these resources to reach a relatively stable level of consciousness about the conceptualization of the rotation mobilized in the construction of a circle. In the conclusions, some aspects of reported objectification processes are discussed, such as the semiotic activity displayed, the teacher’s performance and the difficulties arising in that activity.