GeoGebra as a didactic resource to enhance the learning of geometry in seventh grade

Abstract

Learning geometry has been one of the fundamental objectives of Ecuadorian basic education, specifically in seventh grade; however, this process presents a constant challenge for teachers due to students' lack of motivation, a factor that negatively impacts their academic performance. Faced with these difficulties, the integration of digital didactic resources emerged as a necessary solution. This research aimed to design a didactic sequence based on the use of GeoGebra software to enhance geometry learning in students at the Profesor Rómulo Vidal Zea School. The methodology was developed using a mixed-methods approach with an exploratory scope, applying theoretical methods such as analysis-synthesis and induction-deduction, along with empirical techniques that included observation, pedagogical tests, surveys, and interviews. The purposive sample consisted of 32 students and 2 teachers, while the feasibility of the proposal was validated through consultation with specialists and action research. The results showed that the integration of technology not only facilitated the understanding of abstract concepts but also significantly increased motivation and classroom participation. It was concluded that the designed teaching sequence is a relevant and effective alternative, allowing students to overcome the identified deficiencies and substantially improving their geometric learning outcomes.