Impact of using GeoGebra on university learning of linear transformations in dynamic geometry
DOI:
https://doi.org/10.69821/constellations.v4i1.90Keywords:
Linear Transformations, Dynamic Geometry, GeoGebra, mathematics teaching, educational softwareAbstract
This study analyzed the impact of GeoGebra software on the learning of linear transformations (LT) in a university context. A quasi-experimental, mixed-method design was adopted, working with 22 linear algebra students divided into two groups: an experimental group, which used GeoGebra during the intervention, and a control group, which used traditional methods. Diagnostic and final tests, surveys, and checklists were administered to assess both academic performance and student perception. The results indicated significant improvements in the experimental group: 100% were able to graphically represent LTs (compared to 35% of the control group) and 80% formally justified their algebraic properties (compared to 25% of the control group). Furthermore, all participants in the experimental group positively valued the software's dynamic features, particularly the simultaneous visualization and interactive manipulation of mathematical elements. It is concluded that the incorporation of dynamic geometry tools such as GeoGebra not only enhances the conceptual understanding of abstract content but also contributes to reducing math anxiety and promoting more active and meaningful learning. These findings reinforce the need to integrate interactive technologies into university mathematics teaching.
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