GeoGebra como recurso didáctico para la enseñanza de la programación lineal en el tercer año de bachillerato general unificado

Abstract

This research analyzes the extent to which the GeoGebra software influences the academic performance and motivation of learning linear programming in students in the third year of the Unified General Baccalaureate of the Santa Rosa Educational Unit who are studying the period 2022-2023. To do this, a bibliographic analysis is carried out on education, exploring various pedagogical currents, with a special focus on constructivism. The importance of teaching resources is delved into, highlighting the role of Information and Communication Technologies and specifically, the GeoGebra tool. In the work, a proposal for Didactic Sequences is developed using the GeoGebra software, aimed at teaching linear programming. The research methodology has a mixed approach and quasi-experimental design, where it uses both qualitative and quantitative methods to analyze the academic performance and motivation of the students regarding the proposal. The research is carried out with a control group and an experimental group. The results show that learning is better with the support of GeoGebra, since the experimental group obtains better scores after having been intervened; in addition, the students argue that the classes are dynamic and they understand mathematical procedures better. This research contributes to the educational field, integrating theory and practice to improve the quality of learning in a specific context of secondary education.