The research problematizes the training of teachers who teach mathematics in the early years of elementary school for the use of dynamic software in teaching geometry. It aimed to analyze the contributions of a continuing education course, mediated by the GeoGebra software, to mobilize pedagogical and technological knowledge of mathematical content among teachers in the initial years of Elementary School. The theoretical basis of the study followed, among other references, the contributions of the Technological Pedagogical Content Knowledge model, which challenges thinking about teacher training in the articulation of the knowledge necessary for a pedagogical practice using digital technologies. The course analyzed was offered in the first semester of 2022, online, with synchronous and asynchronous activities, with 19 students. The investigation follows the methodology of a qualitative case study, from a research-training perspective. The data collection instruments included the application of 3 questionnaires, the field diary and the recording and transcription of the course participants' interventions during the meetings. Data processing used procedures appropriate to the nature of the information collected. In quantitative analyses, descriptive statistics were used, and in qualitative analyses, Content Analysis was used, with the support of the free software IRaMuTeQ. The results indicate that the training reached teachers with a lot of experience in the initial years and interested in improving their training in the area of mathematics and technology, some even completed more than one undergraduate degree or attended postgraduate studies. Despite this, they indicated initial and continued training as limited with regard to mathematical and digital knowledge, especially about teaching mathematics to children. The results also demonstrated that course participants had greater difficulties with the contents of flat figure transformations (isometric and homothetic), exactly those that most demand the use of digital resources, limiting the exploration of these contents to the textbook. In general, gaps were observed in terms of digital literacy among course participants who demonstrated different feelings and insecurities regarding the use of technologies in teaching. After the training, participants assessed that the course showed them the possibility of integrating technology with other manipulative resources already used. They also indicated the improvement of feelings regarding technologies and the expansion of different knowledge during training, corroborating that a course on technology in teaching mathematics is not limited to mere instrumental training. Finally, the conclusions of the study indicated the need to propose a GeoGebra course aimed at teachers who teach mathematics in the initial years, with an educational product being developed to meet this need.
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