The role of GeoGebra in the teaching regulation practices of the parallelogram area

Abstract

This paper aims at portraying the role of GeoGebra when developing formative assessment strategies in the study of the area of the parallelogram. The study followed an interpretive approach and a case study design. In a context of collaborative work, the researcher and two Mathematics teachers conceived formative assessment strategies. These strategies were implemented in a 5^th grade classroom and the information gathered was integrated in the planning of the following lessons. Data were collected through observation, audio recording of the collaborative work sessions, and video recording of the lessons. The results point out that teacher João, the teacher focused in this article, favoured students’ autonomous activity and supported their work. GeoGebra has helped to regulate teaching when the teacher: (i) in planning, recognizes that how he uses technology can change the way knowledge is presented; (ii) develops complementary teaching pathways, taking into account students' needs; and (iii) reflects on his work by making changes to the GeoGebra file for future use.