Squeeze Theorem: alternative didactical discussion articulating usual practices and the Geogebra software

Abstract In this article, we aim at determining the personal relationship of 1st-year Mozambican undergraduate prospect teachers in mathematics with the Squeeze Theorem and the didactical effectiveness of Geogebra in its discussion in the classroom. The research question was: how did the students, who participated in the experiment, understand the Squeeze Theorem and how would the Geogebra software capitalize the discussion of this theorem in the classroom? We used the Anthropological Theory of Didactics and the Theory of Instrumentation. It was a qualitative research in the shape of a case study. Strategically, we did a preliminary and a priori analysis of the target content, the experiment itself, a posteriori analysis and internal validation of the results. The experiment allowed us to understand how the blended teaching through the computer and usual practices can assist students in understanding the Squeeze Theorem.