Use of GeoGebra in learning conic sections of analytical geometry and its impact on academic performance of university level students

Abstract

Introduction. The performance of mathematics in high school in Ecuador is low since teaching-learning methodologies focus on traditional methods; in the case of analytical geometry, it usually focuses on an algebraic treatment of figures, which contributes to students presenting difficulties in the acquisition of new knowledge during university. Objective. Comparatively analyze the academic performance achieved by university level students in the subject of Analytical Geometry in the topic of conics, when in the teaching-learning process a technological didactic tool such as the free software GeoGebra is used compared to traditional teaching-learning. Methodology. The hypothesis was that learning conics with the use of the GeoGebra program significantly affects academic performance. For which a control group and an experimental group of Analytical Geometry students were identified, the description of the development in the subtopics circumference, parabola, ellipse and hyperbola was carried out with the traditional method and with the use of GeoGebra; Finally, the academic performance achieved by each group is correlated; To collect data, a diagnostic test was applied, four workshops, one for each subtopic worked on, and a final global test. Results. In the diagnostic evaluation, it was found that the performance of students from high school is below 70%; The learning of the circumference, parabola and ellipse sections showed that there is a significant difference in favor of learning with the use of GeoGebra. Conclusion. Introducing technological methodologies in the teaching-learning process using GeoGebra in the study of conic sections has a positive impact on the acquisition of knowledge. General Study Area: Education. Specific study area: conic sections. Type of study: Original articles.