The objective of this article is to analyze Brazilian stricto sensu productions, available in the Brazilian Digital Library of Theses and Dissertations (BDTD) and in the catalog of thesis and dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), on the area of flat figures that they developed didactic sequences with the support of dynamic geometry software in the context of Basic Education, with emphasis on comparison situations. For this purpose, the theoretical model is the model of area as a geometric greatness, situations that give meaning to the concept of area and assumptions of the semiotic representation records. The research is characterized as qualitative and follows methodological procedures of qualitative meta-analysis. For the production of data, the items of the didactic sequences on an area that involve the use of software are analyzed, from 11 surveys mapped between 2007 and 2018. The categories of analysis are constituted from situations of: comparison, measurement, conversion of measurement unit, and area production and descriptors are used based on figurative apprehensions and dynamic cognitive activities. The results indicate that all situations are privileged, being those that involve the comparison of areas significantly more. In addition, such situations were the ones that most showed signs of mobilizing perceptual, discursive, and operative apprehensions, as well as the dynamic conversion of description through justifications and/or relationships of what is observed from the dynamic reconfiguration treatments (composition, decomposition, and deformation).
Keywords:
Area; Geometric Greatness; Situations; Semiotic Representations Register; Software
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Fonte: Adaptado de 
Fonte: Dados da pesquisa (2020)
Fonte: Dados da pesquisa (2020)
Representar um pentágono regular, com a ferramenta “polígono regular”
Mudar a posição da figura de maneira instantânea, mas conservando sua configuração (lados, ângulos e suas respectivas medidas)
Variar as medidas dos lados da figura (proporcionalidade) sem alterar a forma da figura (preservando as propriedades - medidas de ângulos - da figura)
Reconfigurar a figura - possibilidade mereológica/ desconstrução dimensional.
Converter representações figurais e em língua natural: 
Observe a sequência das figuras acima e responda: 
Movimente os pontos A e B, comente e escreva o que ocorreu com as medidas de área e perímetro da figura.
2-e) A partir da identificação da base e da altura da figura formada expresse uma fórmula para calcular a área do círculo a partir do retângulo formado.
