DIDACTIC STRATEGY THROUGH THE GEOGEBRA SOFTWARE FOR THE TEACHING OF POLYGONS IN FOURTH GRADE STUDENTS AT THE SANTA TERESA PRESENTATION SCHOOL – CÚCUTA
DIDACTIC STRATEGY THROUGH THE GEOGEBRA SOFTWARE FOR THE TEACHING OF POLYGONS IN FOURTH GRADE STUDENTS AT THE SANTA TERESA PRESENTATION SCHOOL – CÚCUTA
DOI:
https://doi.org/10.24054/rcta.v2i42.2687Keywords:
Teaching, Learning, Polygons, Geometry, Software, Geometric ThinkingAbstract
Education is in constant search of educational quality, for this reason different ways have been investigated to change the traditional education, by making use of new teaching strategies in which the use of technological tools is included. Nowadays, for the teaching of the area of mathematics, it is about leaving the conventional; for this reason, teachers have seen the need to use educational software, among which is the Geogebra software for the teaching of various topics, which must be addressed according to the grade in which students are. The main purpose of this project is to create a didactic strategy using Geogebra software for teaching polygons to fourth grade students. To carry it out, it was necessary to make use of a mixed research approach because in this way it was possible to collect all the necessary information to fulfill the objectives and thus provide a solution to the problem addressed in the study. Likewise, a recurrent triangulation was taken into account that allowed linking qualitative and quantitative methods to fulfill the established objectives. The research was carried out with the participation of 31 students to whom a test with open questions was applied to perform the diagnostic test, which allowed identifying the strengths and weaknesses of the students with respect to the subject of polygons. In addition, participant observation was carried out in order to carry out the different activities for the teaching of polygons and a semi-structured interview. The results showed that there is, in the first instance, apathy for the subject, which is reflected in the academic results of the students. When analyzing the results of the pre-test it can be said that there are deficiencies in terms of the subject matter because a large majority of students did not obtain favorable results and show deficiencies in the identification of the properties of polygons, but these deficiencies were improved after carrying out didactic activities using Geogebra software, as evidenced by the results of the post-test, which significantly surpassed those of the pre-test, and the students developed skills for the identification of polygons and their properties, stating that the activities developed with the software were fun and applicable to the context in which they find themselves.
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