GeoGebra como estrategia didáctica de enseñanza-aprendizaje de secciones cónicas para estudiantes de tercero de bachillerato.

Abstract

The research focuses on the use of GeoGebra, as a didactic strategy that allows strengthening the way of learning conic sections in a dynamic and interactive way. The study focuses on third year high school students of the Manuel J. Calle Educational Unit, located in the city of Cuenca. The methodology is treated with a socio-critical paradigm and a qualitative approach, which is based on the social and self-reflective critique of qualitative data collected through interviews and surveys applied to students and teachers, as well as classroom observation cards and class records. The research process is developed in 5 phases. The first phase, called "analysis", is based on students' learning difficulties, content selection and knowledge assessment. The second phase "design", establishes a plan of the requirements (internet access, computers, laboratories, installed software) for the application of the proposal. In the third phase "development", the activities are planned and the resources are created in GeoGebra. In the fourth phase "implementation", the plan is executed in the classroom. In the fifth phase "evaluation", before and after results of the acquired knowledge are collected, as well as comments and perceptions. Finally, the results show that the didactic strategy based on interactive activities with the use of GeoGebra, stimulates creativity, curiosity and imagination of students, and promotes the learning of conics, through the development of critical thinking.