This paper describes a study that aims to analyse the performance of future teachers of primary
education (6-12 years old) in identifying and constructing symmetries, especially friezes and rosettes,
with different resources (paper/pencil; software). To carry out this investigation we followed a qualitative
methodology and collected data through observation, written productions, artifacts and photographic
records. The participants were fourteen pre-service teachers that attended a Master’s Degree Course
in Primary Education (6-12 years old). These pre-service teachers had a unit course about geometric
transformations, refining their knowledge about the theme, through the analysis and exploration of each
transformation, resorting to examples of applications in mathematical contexts or in other areas. The
participants were also motivated to identify/construct friezes and rosettes using paper and pencil. After
a period of appropriation, they explored the same aspects of geometric transformations in a dynamic
environment provided by the software Gecla, doing it in the classes of another unit course. Results show
that the pre-service teachers valued this experience, considering it useful and effective in the
development of mathematical knowledge concerning geometric transformations and symmetries. They
easily identified symmetries with both resources and were comfortable with the construction/generation
of friezes and rosettes. They exhibited difficulties in identifying the motif/module that generates some
friezes/rosettes, in both environments. The main difficulties evidenced, either with paper and pencil or
with the software, were related to the characterization of some friezes and rosettes.0D1E-4824-1244 | Ana Cristina Coelho Barbosainfo:eu-repo/semantics/publishedVersio