Building a community of practice to promote inquiry about geometry: A study case of pre-service teachers interacting online

Abstract

This study is part of a longitudinal research project that aims to analyze the implications of online interaction in the training of mathematics teachers. A semantic analysis of written texts produced in a specific environment was performed. It highlights that an interactive dynamic, carried out in the hypertextual journey through the environment spaces and the discussion with the group, elements of community of practice were important to describe a way to understand the learning. Since inquiry is a powerful issue that can grow naturally from online interaction (synchronous or asynchronous) and contribute to developing critical pre-service teachers knowledge, research around learning in this particular setting should pay attention to inquiry.