GeoGebra as an interactive tool for solving quadratic function problems ; GeoGebra como herramienta interactiva en la resolución de problemas de función cuadrática

This research was carried out at the Juan Antonio Vergara Alcívar Millennium Educational Unit, where problems were detected in the resolution of quadratic function problems, in the students of the Unified General Baccalaureate. The objective of the present investigation was to analyze the application of GeoGebra as a didactic tool in solving problems of the quadratic function. The methodology used in this work is of a mixed type with a descriptive design, theoretical, empirical and statistical methods. A population of 175 high school students and 16 teachers was considered, from which a sample of 50 students and 2 first-year high school mathematics teachers was taken, based on a non-probabilistic sampling, intentional at the author's discretion. Survey and interview techniques were used to examine the application of GeoGebra in the teaching-learning process. The applied instruments demonstrated that the use of GeoGebra benefits the development of resolution and favors the understanding of problems of the quadratic function in the students, it is concluded that the application of GeoGebra as a mathematical tool is an important factor in solving problems of the function. quadratic that allows to reach the skills in the first year of high school students. ; Esta investigación se realizó en la Unidad Educativa del Milenio Juan Antonio Vergara Alcívar, donde se detectó problemas en la resolución de problemas de función cuadrática, en los estudiantes de Primero de Bachillerato General Unificado. El objetivo de la presente investigación fue analizar la aplicación de GeoGebra como herramienta didáctica en la resolución de problemas de la función cuadrática. La metodología que posee el presente trabajo es de tipo mixto con diseño descriptivo, métodos teóricos, empíricos y estadísticos. Se consideró como población 175 estudiantes de bachillerato y 16 docentes, de los cuales se tomó una muestra de 50 estudiantes y 2 docentes de matemática de primero de bachillerato, a partir de un muestreo no probabilístico, intencional a ...