GeoGebra en la enseñanza de las cónicas y su incidencia en el rendimiento académico en los estudiantes de segundo curso de bachillerato

Abstract

Abstract:This research evaluated how the software GeoGebra influences the academic performance and understanding of conic sections among second-year high school students. A quasi-experimental methodology with a quantitative approach was employed, beginning with a pretest administered to both participating groups, which revealed specific deficiencies in geometric interpretation. Subsequently, a didactic proposal guided by the Van Hiele levels was designed and implemented to facilitate the cognitive transition between algebraic and graphical representations. The posttest results were statistically validated using the Mann Whitney U test, yielding a significance value of p < 0.001, which demonstrated that the intervention group significantly outperformed the control group. Based on these findings, it is concluded that the dynamic visualization of conic sections and their real-time manipulation progressively narrow the gap between mechanical calculations and spatial analysis. Consequently, it is recommended that the use of digital technological tools be incorporated into curricular planning to foster mathematical reasoning, thereby transforming the teaching-learning process and moving away from purely mechanical reasoning.