IMPACTO DE UNA PROPUESTA INTEGRAL CON HERRAMIENTAS DINÁMICAS Y MANIPULATIVAS EN EL APRENDIZAJE DE LA GEOMETRÍA EN EDUCACIÓN BÁSICA SUPERIOR.

Abstract

The study presents the results of an experimental design based on a didactic proposal that integrates the use of dynamic digital tolls specifically GeoGebra together with manipulative materials in the teaching and learning of geometry among tenth-grade students of Upper Basic Education at Unidad Educativa Fiscomisional “Sagrado Corazón” in Piñas, El Oro Province, Ecuador. The research employed a mixed, quasi-experimental design with a control group and an experimental group following a pretest–intervention–posttest structure. When comparing spatial visualization, geometric reasoning, and figure interpretation, the experimental group showed considerable improvements (average increase of 19.1% in spatial visualization, geometric reasoning, and figure interpretation compared to the control group, p < .05). Notably, students’ motivation, engagement, and attitudes toward the subject improved positively. The findings indicate that this integrated framework of manipulative and technological resources supports more meaningful learning, promotes conceptual understanding, and enhances students’ geometric thinking. This research provides valuable pedagogical standards for teachers seeking to incorporate innovative methods in classrooms with limited resources, thereby contributing to improved geometry instruction and the development of mathematical competencies in the local school context.