CONSTRUCTION AND EXPLORATION OF TASKS WITH AUTOMATED FEEDBACK ON GEOGEBRA: EVIDENCE OF TPCK KNOWLEDGE

Abstract

In this article we present part of a research project that aimed to analyze the teachers knowledge evidenced in a teacher training course focused on producing tasks with automatic feedback in GeoGebra. This research was primarily based on the Theory of Technological Pedagogical Content Knowledge (TPACK). To this end, a teacher training program focused on the construction and exploration of tasks with automatic feedback in GeoGebra was developed and implemented. This article presents part of the results, aiming to understand, from this perspective, how teachers knowledge manifests itself, especially regarding the mobilization of the TPACK model in the practice of planning and implementing tasks with automatic feedback in GeoGebra. The analysis of the results reveals that the main TPACK knowledge areas evidenced are Pedagogical Content Knowledge and Technological Knowledge; however, there is evidence of integrated development of TPACK knowledge areas.