Virtual learning objects used in the polygonal concept of geometry in elementary school

This qualitative study explores the development of virtual learning objects for mathematics teaching, specifically geometry in elementary school. The study considers the importance of mathematical representation and visualization on screen in the use of digital technologies and the analyses the mathematical arguments presented by elementary school students and their narratives in the discussion of geometric representations in teaching and learning processes. The data collection method sampled students from a public school with the help of filmed sessions, written records, and field notes. The research focused on elementary school because it is a study that presents contributions to the pedagogical practice of teachers who teach mathematics with digital technologies. The organization and analysis of the data included content categories that contemplate the discussion of the concept of a polygonal line and a polygon, the geometric representation and the mathematical argumentation built in that digital interaction. The results indicate that the arguments, narratives, and representations, aspects rescued in the literature presented in this article point to its role in elementary school mathematics learning and are used by the students often show the mathematical implications constructed from students’ interaction with virtual objects e their representations on the computer screen.