The aim of this article is to present a metanalysis of stricto sensu research considering situations of measurement, production and conversion of unit which give meaning to the concept of area. For this, studies produced in Brazil between 2007 and 2018 are considered, available at the Brazilian Digital Library of Theses and Dissertations (BDTD) and in the catalog of theses and dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) which contain didactic sequences, developed with the support of dynamic geometry software in the context of Basic Education. As a theoretical foundation, we take the situations that give meaning to the concept of area and also assumptions in the registers of semiotic representation with an emphasis on figural apprehensions and dynamic cognitive activities. The results point out contributions to the teaching and learning of the area concept with the use of dynamic geometry software, as different subclasses of measurement and production situations were identified, as well as the exploration of the geometric framework in conversion of unit situations. In addition, in the three classes of situations, perceptual, discursive and operative apprehensions were verified, and the dynamic cognitive transformations of reconfiguration and illustration conversion were evident.
