Abstract:

The study developed here was carried out within the scope of a National Meeting “19.º MatViseu” with secondary school mathematics teachers in a workshop entitled Desmos and GeoGebra: activities with automatic feedback and formative”. The objectives were to articulate the mathematics curriculum and essential learning program, and to explore activities that use some of the strengths of Desmos and GeoGebra to provide feedback to students and develop some activities with feedback appropriate to the level of education they teach. This National Meeting was organized with plenary sessions (invited speakers) and parallel sessions (workshops). In-service teacher training is an essential element to help them to adapt to different curricula and new methods and resources in their professional careers.

This study aims to understand how the use of these two platforms can allow a different approach in their classes.

The research methodology adopted consists of a case study, relating to a group of teachers who worked autonomous in this workshop. Essentially, a qualitative approach was adopted through the interpretation of data collected through observation, interaction in these platforms and a brief questionary.

We can conclude that using the GeoGebra platform requires prior preparation, essentially with GeoGebraScript and with the Desmos platform it was easier to work with the Computation Layer language, although GeoGebraScript and Computation Layer language are new for most of them. Thus, it is recommended that in future training, the creation of strategies and dynamics of preparation for work in the GeoGebraScript and in the Desmos language, to carry out a complete work.

However, it is important to keep in mind that the GeoGebra platform was known to most of the participants, but Desmos was not and that the sample is not significant to draw general conclusions.

Keywords:

Feedback, formative, technologies, mathematic, in-service.