Didactic sequences based on GeoGebra for the teaching of geometry in secondary education

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Published: Oct 9, 2021
DOI: https://doi.org/10.17060/ijodaep.2021.n1.v2.2147
Keywords:
GeoGebra dynamic geometry Compulsory Secondary Education (CSE)

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Juan Campo Quinzaños
Universidad de Cantabria
Steven Van Vaerenbergh
Universidad de Cantabria
Ángela del Barrio Fernández
IES Alisal, Santander

Abstract

This paper explores Information and Communication Technologies (ICT) for teaching geometry in secondary education, and in particular the Dynamic Geometry Software (DGS) GeoGebra. This software allows students to build geometric models in an interactive and dynamic way, through the free manipulation of mathematical objects, encouraging them to discover geometric concepts and properties on their own through the process of exploring practical situations (Mora Sánchez, 2007). We examine how DGS can be integrated into the secondary school curriculum to explain certain contents of the geometry block in the third year of Compulsory Secondary Education (CSE). The selected contents demonstrate the benefits of using this software to explain the necessary concepts, compared to the traditional method based on static representations. Two didactic sequences are designed to work with GeoGebra, a popular DGS software. The first one is aimed at working on the concept of the perpendicular bisector and the bisector, and the second one deals with axial and central symmetry. For both sequences, an overview is provided of the contents to be learnt, the assessment criteria and the assessable learning standards. 

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How to Cite
Campo Quinzaños, J., Van Vaerenbergh, S. ., & del Barrio Fernández, Ángela. (2021). Didactic sequences based on GeoGebra for the teaching of geometry in secondary education. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 531–542. https://doi.org/10.17060/ijodaep.2021.n1.v2.2147
Issue
Vol. 2 No. 1 (2021): PSYCHOLOGY AND POSITIVE GROWTH. COPING WITH THE DIFFICULTY IN A MATURE WAY: THE RESPONSE TO COVID 19
Section
Articles
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