Abstract : The article focuses on the modeling processes through which a group
of students learn mathematics while participating in a simulation experience with
GeoGebra. Specifically, a cognitive perspective is taken to analyze the processes
of mathematization and mathematical work carried out by these students when
representing a piece that composes the mechanism of a steam engine type
Newcomen. This perspective refers to the “modeling cycle” of Blum, Leiβ (2007),
specifically regarding the transit through the real model phases, mathematical
model and mathematical results. The analysis of the cognitive processes contributed
to identify nine episodes that reveal how the students, with the guidance
of a teacher, generated a mathematical model useful to represent the piece in
the GeoGebra and constructed a dynamic drawing associated with this model.
The results obtained account for the existence of types of mathematical models
generated in mathematisation, different levels of analysis in mathematical work
and characteristics of the role that teachers play in guiding the development of
Keywords: Mathematical modeling, Creating simulators with GeoGebra, cognitive
process, construction tasks, dynamic drawing.