Réplica de la propuesta para el aprendizaje de aspectos asociados al concepto de área basado en el trabajo en colaboración y la resolución de problemas.

Abstract

This study replicates and updates Bohórquez’s (2004) research on students’ understanding of the concept of area in basic education. Its purpose was to analyze the influence of collaborative work, problem solving, and the use of GeoGebra as a technological tool in the construction of mathematical meaning related to area. The research was conducted with sixth-grade students from the Luis Eduardo Mora Osejo IED School in Bogotá, using a mixed-method design with a qualitative emphasis and a pre-test–intervention–post-test structure. The intervention activities adapted the original problem-solving tasks to incorporate GeoGebra within a context of limited technological access. The results reveal significant progress in the categories of perception, measurement, and arithmetization, suggesting that the integration of technology and collaborative learning enhances students’ conceptual understanding of area and promotes meaningful learning. Furthermore, this replication validates itself as a methodological strategy that strengthens cumulative and comparative knowledge in educational research.