Teachers-with-Paper-Folding Collective in School Geometric Tasks

Abstract The literature review allows us to infer that there is not a study in which one has approached the characterization of the school geometric knowledge production, which seems to be generated within a particular teachers-with-paper-folding collective and it can be evidenced by the development of workshops, where teacher training tasks are implemented based on paper folding constructions. Therefore, the qualitative study described in this article shows through specific cases, that school geometrical knowledge production seems to emerge from a teachers-with-paper-folding collective; therefore, the research is based on the Humans-with-media construction. The design presents a training teachers' task, associated with the division of a segment in extreme and mean ratios, with paper folding, along with their respective prior methodological analysis, from which emerge some preliminary categories that can characterize this said knowledge production; these categories are: use of paper folding as a media to visualize, experience and understand concepts; interaction of teachers-with-paper-folding collective and, finally, the reflections about pedagogical practice.