GeoGebra: a digital educational resource on the part of the mathematic teacher. A classroomexperience in Peru

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Israel Barrutia Barreto, Juan Raúl Egoavil Vera, Wilmer Ortega Chávez, Juan Raúl Cadillo León


This research’s objective was to determine whether the GeoGebra software, as
teaching means, influence on the achievement of significant learning of intradisciplinary
mathematics for students of multiple subject teaching, specifically in the “quadratic functions”
topic. The method was experimental and descriptive, with 126 students as a randomly selected
sample of public schools of Lima, Peru. A paired sample t-test was carried out, and the result
shows a significant difference between the pretest and posttest applied to students during the
2019 school year. The multivariate method ANOVA explained the influence of sex and level of
numeracy skill on the students' performance after the implementation of the teaching through
the GeoGebra software. In conclusion, there was significant learning when the students
activated and hierarchically classified their schemes of mathematical knowledge in order to
propose alternative solutions to different problem's situations. In this sense, the educational
environments with digital learning resources show a significant difference in favor of the
incorporation of tools such as GeoGebra

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