The Impact of Using GeoGebra on the Teaching of Quadratic Functions in the First Year of High School
DOI:
https://doi.org/10.62452/a6f7f808Keywords:
GeoGebra, teaching, learning, modeling, quadratic functionAbstract
Quadratic functions are essential for understanding everyday situations; their application is found in trajectories, costs, parabolic motion, and more. However, teaching them has presented a challenge in high school due to the prevalence of static blackboard representations that hinder the dynamic visualization of the parabola and its connection to other representations. The objective of this research was to determine the impact of implementing a teaching strategy based on GeoGebra as a digital resource for teaching quadratic functions in the first year of high school at the “Arnaldo Calderón Coello Educational Unit.” This study employed a mixed-methods approach, based on a quasi-experimental design with an explanatory scope. The instruments used were pre-test and post-test questionnaires (validated with KR-20), a satisfaction survey (validated with Cronbach's alpha), and a teacher interview. The sample consisted of 27 students: 13 in the control group, who received traditional instruction, and 14 in the experimental group, where the intervention was implemented. The proposed teaching strategy mathematical modeling with GeoGebra—was based on the theories of Piaget, Vygotsky, Duval, and Ausubel. After its implementation, it was demonstrated that students in the experimental group showed a significant difference compared to the control group. In conclusion, GeoGebra is an interactive resource that allows for the exploration and understanding of the parameters and properties of quadratic functions, proving beneficial for teaching and learning.
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Copyright (c) 2026 Lisbeth Claudia Alejandro-Rueda, Jorge Luis Lucas-Santana, Alina Rodríguez-Morales, Graciela Abad-Peña (Autor/a)
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