This paper seeks to answer the question: How does the handling of the contradictions that emerge in activities of initial mathematics teacher education contribute to the learning of geometric knowledge when pre-service teachers and the teacher educator solve geometric construction problems with GeoGebra? A dialectical-materialist approach is used to analyze an episode in which pre-service teachers and the teacher educator discuss the solution to the task of drawing a line perpendicular to a segment given a point off that segment. The episode was video-recorded and transcribed in its totality. Evidence in this research comes directly from the transcription of the episode, and analysis was carried out in two stages. As a result, we identify three formative actions that show the manner in which the conceptual and emotional contradictions emerge and are handled and we offer an explanation of how the handling of these contradictions contributed to the learning of pre-service teachers. We conclude that the way of handling the conceptual contradiction favored the awareness of the mobilized knowledge and that the handling of this contradiction was not exempt from emotional tensions, the latter of which we interpret as the manifestation of a contradiction of the autonomy/dependence type.

本文试图回答这样一个问题：职前教师和师范教育者在利用GeoGebra解决几何作图问题时，如何处理初等数学教师教育活动中出现的矛盾，有助于几何知识的学习？使用辩证唯物主义方法来分析一个事件，在该事件中，职前教师和教师教育者讨论了在给定线段上的点的情况下画一条垂直于该线段的线的任务的解决方案。该事件被全程录像和转录。这项研究的证据直接来自情节的转录，分析分两个阶段进行。因此，我们确定了三种形成性行动，这些行动显示了概念和情感矛盾出现和处理的方式，并解释了这些矛盾的处理如何有助于职前教师的学习。我们的结论是，处理概念矛盾的方式有利于调动知识的意识，并且处理这种矛盾不能免除情感紧张，我们将后者解释为自主/依赖型矛盾的表现。