Abstract

This article describes the theoretical/methodological references and elements that structure the design of a learning environment focused on Euclidean constructions (a particular type of constructions with ruler and compass) with GeoGebra software and aimed at prospective mathematics teachers. From a historical-cultural perspective of learning and teaching, a conceptualization of teaching knowledge, of learning this knowledge and of the formative activity that makes this learning possible is presented. The elements of the design include a characterization of knowledge about Euclidean constructions with GeoGebra (SACEG), as a knowledge fed by a disciplinary and professional aspect, the motive, objective and goals of the training activity, the training tasks and the possible interactions between the trainer and the future teachers when solving the tasks. This design provides elements for the debate about the demands of promoting (or not) SACEG learning in contexts of initial mathematics teacher training.