The use of GeoGebra software is a form of technological
integration for learning mathematics. Its use provides students with more
opportunities to visualize geometric concepts—particularly benefiting those who
are below average in traditional learning environments. This study presents in
a structured manner the core elements of qualitative research within a case
study. This study is based on a general objective accompanied by two specific
objectives, which guide both the design and data collection. Based on these
objectives, three semi-structured interview questions were formulated, one for
each objective, addressed to five secondary school students at an educational
institution in the city of Antofagasta during the year 2024. The responses
provided by the participants allowed us to draw three significant conclusions
that reflect their perceptions, experiences, and learning related to the use of
digital tools in mathematics teaching.
The findings indicate that the participants consider GeoGebra to
be a very useful tool for learning Cartesian plane parabolas due to its
creative and interactive approach, which facilitates understanding and
increases engagement.
One of the most notable contributions of this research is the
incorporation of a concrete and motivating example of the use of ChatGPT to
support the learning of the parabola, an innovative content in mathematics
education. This approach seeks to promote active student participation through
dialogue with artificial intelligence. The study also explores how the
integration of ChatGPT with GeoGebra not only fosters the conceptual
understanding of mathematical content but also opens up new pedagogical
possibilities. This study contributes a renewed perspective on the role of
emerging technologies in mathematics instruction and promotes new directions
for research and innovative classroom practice.
Author(s)
Details
Jorge
Olivares Funes
Department of Mathematics, University of Antofagasta, 1240000
Antofagasta, Chile.
Pablo
Martin
Department of Physics, University of Antofagasta, 1240000
Antofagasta, Chile.
Byron
Droguett
Department of Physics, University of Antofagasta, 1240000
Antofagasta, Chile.
Alexandra
Burgos
Department of Mathematics, University of Antofagasta, 1240000
Antofagasta, Chile.
Please see the book here:- https://doi.org/10.9734/bpi/nhstc/v3/6003
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