Guía didáctica del software GeoGebra para la enseñanza de geometría plana a los estudiantes de Educación General Básica Superior
This study aimed to design a didactic guide for teaching plane geometry using GeoGebra software to eighth-, ninth-, and tenth-grade students in Basic General Education at the Unidad Educativa Vigotsky. The research adopted a quantitative approach, supported by a non-experimental design, as variables...
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| Natura: | bachelorThesis |
| Lingua: | spa |
| Pubblicazione: |
2025
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| Accesso online: | http://dspace.unach.edu.ec/handle/51000/16216 |
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Aggiungi Tag | Riassunto: | This study aimed to design a didactic guide for teaching plane geometry using GeoGebra software to eighth-, ninth-, and tenth-grade students in Basic General Education at the Unidad Educativa Vigotsky. The research adopted a quantitative approach, supported by a non-experimental design, as variables were not manipulated, limiting itself to observing and analyzing the phenomena in their natural context. For data processing, descriptive statistics were used, which enabled the systematization and representation of results obtained through the application of an objective test. Regarding the scope, the study was descriptive-propositive, as it characterized the results of the applied test and proposed the development of the didactic guide. Data collection was carried out on-site, corresponding to field research. It also incorporated a bibliographic-documentary component by reviewing specialized theoretical sources to substantiate the key concepts underlying the development of the proposed didactic guide. Concerning the temporal dimension, the research was cross-sectional, as data were collected at a single point in time. The study population consisted of 315 Upper Basic General Education students from the educational institution where the research was conducted. The sample selection was non-probabilistic and intentional, specifically comprising the students of the eighth year of basic education, course "A". The data collection instruments underwent an expert validation process with the participation of teachers specialized in the area. The application of an objective test enabled the identification of students' needs and difficulties in using digital resources for learning geometry. Based on this data, interactive didactic activities aligned with the national curriculum were designed to highlight the importance of integrating ICT into meaningful educational processes |
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