Caracterización del aprendizaje de polígonos usando una intervención mediada por Geogebra.

Abstract

In this research seeks to characterize learning polygons based on the theoretical model of Van Hiele. To achieve this it is designed and implemented a unit of teaching guidelines two models, human-with-Media and the theoretical model of Van Hiele. This allowed air to give an innovative research since the Geogebra software tool as a mediator between the two models was impools; most is traveling to level 2, provided a proper management of software and tools, and t lemented; therefore a better characterization of students' reasoning on the subject (polygons) was obtained. The methodology used includes a qualitative paradigm, with a design of participatory action research and a descriptive level. Group 5 of the Technical Institute San Francisco De Asís José Antonio Galán headquarters city of Pamplona, which consists of 30 students ranging between 9 and 11 years old, was assumed as a sample. The analysis of the information collected (student productions and field diaries of research) to suggest that a small percentage of students are at Level 1 Van Hiele reasoning, with poor management of technological t he remaining percentage, level 2 reasoning, with optimal management of technological tools and software functions. Given the importance of visual reasoning in learning polygons, this study considers it appropriate that teachers when designing their plans take into account that should include activities and mediations that motivate and please the student.