Learning the Parallelogram Area With Technology Supported by Formative Assessment

Abstract

This chapter presents an empirical investigation in which we developed formative assessment strategies with mathematical tasks using technology. The study is interpretative in nature, in a case study format. We designed assessment strategies in a collaborative work context, performed in a Mathematics classroom with 5th-grade students. Evidence shows that the use of peer assessment has had an impact on the learning of the parallelogram area with the help of the written feedback provided by their peers and the contact with the work of their colleagues, they managed to develop a conjecture for the parallelogram area.