Abstract

In general, the research focuses on the geometric learning revealed by a student who communicates to two teachers the technique of constructing a semicircle with GeoGebra. From a historical-cultural perspective, this learning is analysed in response to the processes of objectification of geometric knowledge that took place during the communication of the technique, using a multi-semiotic analysis. The results highlight some aspects of the processes of the objectification evidenced in the analysis, such as the semiotic activity deployed, the performance of the teachers and the problems that arise during the communication of the technique.