Abstract:

The integration of technologies in the teaching and learning process is essential to promoting an environment conducive to student self-regulation of learning. The use of technological tools allows access to diverse information and personalization of the learning path through interactive and dynamic environments, encouraging aspects such as decision-making, self-assessment, and student autonomy.

GeoGebra, in particular, allows students autonomously, to organize the construction of their thinking to create geometric shapes, graphs, and explore algebraic and statistical models. This autonomous process allows the student to gain greater awareness of their learning and self-evaluate what they have learned. Furthermore, the effective application of GeoGebra contributes to improving mathematical communication by encouraging students to share discoveries and discuss solutions in a dynamic and accessible way.

This study aims to investigate how the use of GeoGebra can be integrated into mathematics classes to improve mathematical communication and self-regulation of learning. Based on these objectives, a project was implemented with 14 students from the 10th grade in a public of Portuguese secondary school.

Tasks with GeoGebra were applied during classes whose syllabus focused on statistics, a traditionally expository subject that involves abstract concepts (Tavares & Lopes, 2019), with the aim of simplifying “statistical procedures, providing more work time for data analysis and decision-making” (translated from Tavares & Lopes, 2019, p. 1).

To achieve these research objectives, a didactic sequence was developed with statistical procedures transversal to the unit under study, to be carried out in the GeoGebra Classroom, which the students developed independently according to a group work methodology. These procedures were worked on in parallel with the study of the contents, with a view to self-regulating student learning through monitoring and reflecting on their learning. During the implementation of the project, observation grids were used to check the students' fluency in mathematical communication and, weekly, students had time to take stock of the development of statistical procedures. Understanding the relationship between these representations contributed to the assessment of the evolution of mathematical communication, which was carried out during classes that depended on using GeoGebra to carry out tasks.

Acknowledgments:
Vanda Santos work is funded by national funds through the FCT Foundation for Science and Technology, I.P., within the scope of the project UIDB/00194/2020 and in the scope of the framework contract foreseen in the numbers 4, 5 and 6 of the article 23, of the Decree Law 57/2016, of August 29, changed by Law 57/2017, of July 19.

References:
[1] Tavares, F. G., & Lopes, C. E. (2019). Mapeamento do uso do GeoGebra no ensino de estatística. Educação Estatística , 14 , 1 20. https://doi.org/10.5007/1981 1322.2019.e62800

Keywords:

Statistics, Self-regulation, Dynamic Geometry System.