Uso de GeoGebra para la comprensión geométrica de la definición formal del límite y su efecto en el rendimiento académico en estudiantes de 2do de bachillerato

Abstract

Abstract: The concept of limits in mathematics is still difficult to teach because of its lability, along with the standard approach of making students focus on memorization of procedures over conceptual attributes. This study was conducted to explore the effect of GeoGebra on high school second year students limits understanding. A quasi-experimental design was used that incorporated a control group and an experimental group. Didactic strategies were developed and implemented that incorporated dynamic visualizations, graph manipulations, and problem solving in a digital context that allowed the students to be active participants in their learning. The results indicated statistically significant group differences favorable to the GeoGebra group to show that students improved their limits conceptual understanding. In addition, an increase in students motivation and interest in mathematics was observed. It is concluded that the intentional use of technological resources such as GeoGebra can transform traditional teaching by offering new ways to approach content and promote deeper and more lasting learning.