Mathematical animations with LaTeX, TikZ and animate: perceptions of pre-service mathematics teachers

Abstract

Digital technologies have enabled new ways of interpreting, representing, and communicating well-established mathematical knowledge. Although LaTeX is a system that has been widely used for decades, the development of packages such as TikZ and animate has expanded its potential, allowing the creation of dynamic and visually meaningful mathematical representations. This article presents an investigation into the perceptions of pre-service mathematics teachers regarding the creation of mathematical animations using LaTeX with the TikZ and animate packages. The study adopts a qualitative approach, supported by descriptive quantitative data, and was conducted through a formative intervention in a Mathematics Teacher Education program. Data were collected through questionnaires administered before and after the intervention. Quantitative data were analyzed descriptively. The results indicate that, despite the participants’ initially low level of familiarity with the tools, they came to recognize the pedagogical potential of mathematical animations, showing increased interest, confidence, and perceived feasibility of using these technologies in mathematics teaching. It is concluded that the creation of animations in LaTeX constitutes a relevant formative experience for initial mathematics teacher education, as it promotes conceptual visualization, teacher authorship, and the critical use of Digital Technologies.