Banca de DEFESA: ROSIMERE PEREIRA DE MEDEIROS

Learning GEOGEBRA in distance learning: the online assessment in a 

MOOC (Massive Online Open Course) by Mathematics Graduates

Teacher Training; MOOCs; Geometry; Softwares.

The general objective of this study was to evaluate the learning of the Geogebra software in a Geometry MOOC for

 undergraduates in Mathematics in EaD. For this, we investigated the evaluative proposals of MOOCs for teacher 

training in the field of Mathematics Education, in the last 5 years; we map Geometry platforms and MOOCs involving 

Geometry software; we developed a MOOC for learning the Geogebra software; we analyzed the learning process from

 the activities proposed in the MOOC and sought to identify the challenges and possibilities of online assessment in the

 MOOC. We adopted a qualitative approach, developed in 4 research stages: Systematic Review; Mapping platforms of

 Geometry MOOCs Courses; we developed a Geometry MOOC, applied and analyssed it. The results of the 

systematic review indicated little research in the area, as well as the mapping of Geometry MOOCs, 

which found only three courses related to software teaching. Therefore, we developed the MOOC 

“Exploring Geometry with Geogebra” and offered it on the Moodlecloud platform, for 4 weeks, on Geometry 

with Geogebra. The course had activities such as Forums, Screen Recordings, Lesson Plan and

 Self-Assessment and Peer Assessment. The course participants were from a Federal Institution of the State

 of Pernambuco. We counted 18 undergraduate students in Mathematics. We adopted as data collection

 instruments the activities developed during the course by the students and an evaluation questionnaire after

 the end. Although not everyone participated in all activities, the course was well evaluated by them and

 those who participated were able to learn the contents. Due to the large number of vicarious participation of 

course participants, it was not possible to identify the challenges of online assessment. However, the application

 of the course allowed us to conclude that the way the activities are proposed in the MOOCs can capture the

 learning. For example, the screen recording allowed us to know if the student had learned how to use the 

software. The course participants suggested re-offering the course in other months, as they reported that

 they were in a graduation evaluation week during the offer of this MOOC. We conclude that courses like

 these are necessary in Mathematics degrees, due to the lack of the subject.