PROPUESTA DE INTEGRACIÓN DE FUNCIONES LINEALES Y CUADRÁTICA EN EL ESTUDIO DE FIGURAS GEOMÉTRICAS PLANAS EN LA FORMACIÓN DE DOCENTES PARA EDUCACIÓN MEDIA

Abstract

The use of digital tools has significantly transformed mathematics education, enabling a more dynamic and contextualized understanding of abstract concepts such as functions. The main objective of this article is to analyze how the integration of linear and quadratic functions into the study of plane geometric figures—through technological resources and active strategies—enhances teacher training in secondary education. The methodology followed a qualitative approach, employing Project-Based Learning (PBL) and a validated Likert-scale questionnaire, structured into four dimensions: learning experience, use of technology, educational infrastructure, and collaborative work. The study involved 21 students. Results revealed that the use of GeoGebra and PBL strengthened students’ conceptual understanding of functions and increased their motivation. Reliability analysis, measured by Cronbach's Alpha, showed acceptable values: 0.869 for learning experience, 0.732 for technology use, 0.820 for infrastructure, and 0.712 for collaborative work, indicating adequate internal consistency. It is concluded that the articulated use of technological tools and active methodologies not only enhances the teaching of mathematical content but also fosters collaboration, autonomy, and critical thinking among future teachers. Future research is encouraged to explore the application of this approach in other educational levels and subject areas, broadening the impact of ICT and PBL in university teaching.