Automatic Feedback in Mathematics Education: A Pathway to Robotics and Computational Thinking

Resumo

Background: GeoGebra's automatic feedback tasks emerge as an innovation in mathematics education, contributing to development of robotics-related skills. Objectives: To investigate how the creation and use of these tasks enhance self-regulated learning, conceptual comprehension and computational thinking in Portuguese-speaking contexts. Design: Literature review integrated with a comparative empirical study, analysing experiences of teachers in different countries. Environment and participants: Four teachers from Brazil, Portugal and Cape Verde, involved in a continuous training program focused on GeoGebra-assisted learning, complemented by international research sources. Data collection and analysis: The study collected reports of teaching practices and performance data from the participants, analysed based on parameters of development of skills in robotics and the comparison of different realities. Results: There was increased participant engagement, improvement in problem solving, spatial visualization and algorithmic thinking, but also challenges in technical training and instructional resource development. Conclusions: The adoption of tasks with automatic feedback in GeoGebra demonstrates potential to bring mathematics education closer to robotics and promote interdisciplinary practices. Investments in continuous teacher training and innovative pedagogical strategies are recommended to optimize the integration of GeoGebra in the Mathematics curriculum and strengthen STEAM education.