Analysis of the instrumentalization and instrumentation generated using GeoGebra in the traditional teaching of mathematics
Abstract
This research analyzes the cognitive consequences that generate the GeoGebra software use like technological instrument in the learning of the mathematics, specifically in the teaching of Analytic Geometry in high school. This research uses, like theoretical framework, the theory of the Instrumentation because it is pertinent in the process of identification of the limitations and possibilities of a technological instrument by means of the discovery of its functions, its personalization and adjustment to achieve the cognitive objectives. The methodology was comparative focused in the search of the learning in mathematics, in a traditional sense and with the introduction of the software GeoGebra, evidencing relationships that are able to establish in the cognitive domain. At level of discoveries cognitive differences are observed in this qualitative research with the use of the software GeoGebra and the traditional mathematics class, and it is intends the effective use of GeoGebra according to the difficulty that the students perceived in the different mathematical topics. This grade of difficulty perceived by the students allowed a classification in five profiles assigned to the instrumentalization and instrumentation levels achieved in the first exercises. The application of this classification allowed a smooth and efficient use of the software Geo-Gebra by the students and to generate in them bigger security and the possibility of finishing the procedures of each exercise. As a result of the proposal, it was achieved that the group of students that previously was not able to finish the exercises or some made it in an incorrect way, they finished the third exercise. The construction of an instrument GeoGebra-student, with its appropriate use, allows us to balance the acting of the students in a non-homogeneous group, in the cognitive aspect. The results of the present investigation are important because they allow us to strengthen the use and exploration of the technology in the classroom of mathematics, to evaluate their kindness and/or obstacles in the process teaching-learning.
Downloads
This work is licensed under a Creative Commons Attribution 4.0 International License.
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
