Réplica de una secuencia didáctica mediada por geogebra para la enseñanza de los polígonos regulares en estudiantes de séptimo grado en el Colegio Bilingüe Nuestra Señora del Rosario

Abstract

This master's thesis aims to replicate and analyze Cuervo's (2021) didactic proposal for learning regular polygons using GeoGebra in a new context: seventh-grade students at the Nuestra Señora del Rosario Bilingual School in Bogotá. To this end, the original teaching unit was adapted, incorporating visual resources in Canva, digital guides to promote autonomy, and a progressive sequence of activities, in order to address the specific needs of the group and the school environment. The research is grounded in mathematics education, the Theory of Didactic Situations (TDS), the reproducibility of pedagogical proposals, and modeling mediated by digital resources. The study was conducted with two groups of four students each, aged between 11 and 13 years. Data collection was carried out through direct observation, digital productions in GeoGebra, and audio and video recordings during the implementation of six activities in the adapted teaching unit proposed by Cuervo. The analysis revealed regularities in the construction procedures and obstacles in understanding symmetry and congruence. It is concluded that the replica not only maintains the coherence of the original proposal but also contributes new elements to the school context, confirming GeoGebra's potential to foster meaningful learning in geometry.