GeoGebra and the Understanding of Regular Polygons
DOI:
https://doi.org/10.55204/trc.v6i2.e708Keywords:
GeoGebra, regular polygons, geometry, didactic strategy, Basic General EducationAbstract
This study analyzed changes in the understanding of regular polygons among tenth-grade Basic General Education students through a didactic sequence mediated by GeoGebra. A quantitative study with a single-group pre-experimental design was conducted using a pretest, posttest, and checklist. The sample consisted of 48 students selected through non-probability convenience sampling. Results showed an increase in the mean score from 2.79 in the pretest to 5.63 in the posttest. The Wilcoxon test revealed statistically significant differences between both measurements (p < 0.001), while the normalized Hake gain was classified as medium (g = 0.308). Improvements were observed in the conceptual (26.74 percentage points), procedural (17.03), and application (28.00) dimensions. The findings show improvements after the intervention and suggest that the GeoGebra-mediated didactic sequence represents a relevant alternative for supporting the learning of regular polygons and strengthening geometry teaching in Basic General Education.Downloads
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