GeoGebra as a strategy for remote teaching: Creating activities with automatic feedback

Abstract

The analysis of errors and correct answers of an evaluation allows the possibility of understanding how the appropriation of knowledge by students takes place and, thus, to allow the creation of appropriate automatic evaluation processes. Conceived in this context, this article presents the development of the project GeoGebra as a Strategy for Remote Teaching: Creating Activities with Automatic Feedback, remotely, with the participation of nine teachers from the same region of Brazil, called Group 1. The research aimed to offer teachers, from elementary and higher school, who teach Mathematics and use GeoGebra in their teaching practice, who are creators of automatic evaluation processes allowed by the software, trying to identify the difficulties and actions performed in the time traveled. Based on the TPCK theory that indicates the knowledge needed for a teacher in his practice: pedagogical, content and technological, this study could allow the identification of obstacles in the construction of resources to meet the project proposal. The teachers of Group 1, who finished their participation in the project with some results presented here, showed the understanding of the meaning of the proposal, but, however, due to different factors, it was not satisfactorily consolidated by most of the participants.