Transformaciones geométricas mediante una secuencia didáctica digital para estudiantes de grado séptimo de la Institución Educativa Técnica Agropecuaria de Macayepos del municipio el Carmen de Bolívar.

Abstract

The research seeks to determine the effect of a digital didactic sequence that incorporates the use of Scratch Jr and GeoGebra in the conceptualization of the geometric transformations achieved by seventh grade students of a public educational institution. under a focus of a qualitative type, with an educational action research design, the requirements, and dynamics of logical construction of the ADDIE instructional design to produce the digital didactic sequence for learning geometric translations and rotations are met. We worked with a group of students applying identification and characterization instruments (Analysis), the activity planning matrix (Design), the Scratch and GeoGebra guides with the tasks (Development), the record of evidence of the applied activities (Implementation) and the rubrics (Evaluation). The analysis of the information followed the qualitative criterion, through which the search for an interpretation of the class situations that evidence the learning of geometric transformations with the use of Scratch and GeoGebra was prioritized. Through the didactic sequence, it was possible to design the conceptualization of geometric transformations integrating digital technologies such as Scratch Jr. and GeoGebra through joint activities that were carried out helping the integral development of the concepts of translation and rotation in the plane and in real situations of the environment.