El modelo TPACK a través de GeoGebra como herramienta didáctica para la enseñanza de funciones matemáticas en los estudiantes de Educación Básica Superior

Abstract

The present work aims to determine the effectiveness of GeoGebra as a didactic tool using the TPACK model in teaching mathematical functions to students in Higher Basic General Education. The main problem addressed is the deficient conceptual understanding of mathematical functions in tenth-grade students in Higher Basic Education. A qualitative approach was used to study the issue, with a prospective cross-sectional research design. Data collection combined bibliographic sources and field data. The instruments used included an observation sheet to diagnose the initial situation, a student interview guide, an observation sheet to diagnose the proposal, and a checklist to assess students' disciplinary knowledge. Six students participated in the study. The results showed that the integration of GeoGebra through the TPACK model promoted active learning, increased conceptual understanding, and procedural performance in mathematical functions. 83.3% of students achieved mastery of the required knowledge after the intervention. In terms of technological knowledge, students demonstrated proficiency in using GeoGebra. In terms of pedagogical knowledge, they were able to explain mathematical function concepts clearly and in an organized manner. Additionally, in terms of content knowledge, they demonstrated an understanding of the elements and properties of functions and solved exercises. The pedagogical proposal includes four lessons for teaching linear and quadratic functions with GeoGebra. This research contributes an effective didactic strategy that leverages ICT to enhance mathematical learning through the TPACK model.