Python Programming and Mathematical Animations in Preservice Mathematics Teacher Education

Abstract

The integration of digital technologies into the initial education of mathematics teachers has become a strategic focus in Mathematics Education research. This article presents a qualitative study that investigates the production of mathematical animations using Manim as a formative strategy in an undergraduate Mathematics Teacher Education program. The objective was to analyze the contributions and challenges associated with the implementation of a module focused on creating animations for teaching in Basic Education, developed within an introductory programming course. Data were collected through questionnaires administered before and after the formative experience, including both open- and closed-ended questions. The data were examined using a descriptive and interpretative approach in order to identify perceptions, learning outcomes, and challenges emerging from the process. The results indicate that the preservice teachers recognize animations as relevant resources for visualizing abstract concepts and for making lessons more dynamic, highlighting their potential to enhance conceptual understanding. The experience also contributed to expanding participants’ understanding of the articulation between Mathematics and digital technologies, as well as to the development of competencies related to instructional planning, logical organization of ideas, and pedagogical creativity. Technical difficulties related to programming and challenges in adapting the animations to school contexts were also identified. It is concluded that the use of Manim constitutes a promising formative strategy in mathematics teacher education, provided that it is supported by intentional pedagogical mediation and adequate implementation conditions.