Geogebra como herramienta didáctica para el fortalecimiento del aprendizaje de secciones cónicas en bachillerato

Gabriel Eduardo  Lucas Avila; Carlos Alberto  Aray Andrade

doi:10.59169/pentaciencias.v5i5.747

Authors

Gabriel Eduardo Lucas Avila Universidad Técnica de Manabí https://orcid.org/0000-0003-1204-4783
Carlos Alberto Aray Andrade Universidad Técnica de Manabí https://orcid.org/0000-0002-0210-3877

DOI:

https://doi.org/10.59169/pentaciencias.v5i5.747

Keywords:

GeoGebra, conic sections, teaching methodology, geometry

Abstract

The advancement of technology and its integration into the educational field has had a transformative impact on the mathematics learning process. In this context, didactic tools have constantly evolved to address the needs and difficulties that students face when learning this subject. In this sense, it is essential to analyze the influence of GeoGebra software as a complementary tool in the teaching of mathematics. In order to evaluate the impact of GeoGebra, a quantitative study was carried out with high school students in which two groups were formed: an experimental and a control group. In the experimental group, students used GeoGebra as an additional tool in their learning process, while the control group continued to use traditional teaching. The results obtained revealed that the use of GeoGebra in teaching practice achieves in students a greater understanding of the analytical and graphical aspects of mathematical problems. In addition, it significantly increases motivation, commitment and interest in the subject; consequently, the development of autonomous learning. In conclusion, GeoGebra plays a transcendental role in the learning process of mathematics.

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