Van Hiele and GeoGebra model. An Analysis from Variational Thinking in Basic Education Students

Abstract

The article describes the use of Geogebra within the framework of the  Van Hiele model for the development of the learning process of the concept of function in basic education students. The methodology is qualitative action research with quantitative support. To this end, a didactic sequence was implemented with situations of variation and changes in the records of representation of the concept of function, which was analyzed, from the qualitative through direct observation and interviews with students, and from the quantitative, through a pretest design - posttest. Students had the opportunity to experience another way of learning using dynamic environment such as Geogebra. It is concluded that the levels of reasoning of Van Hiele  and the Geogebra software  are adequate for the study of functions, because it allowed learning situations where students evidenced the analysis of graphs, evaluation of algebraic expressions and changes of representation in adynamic and interactive environment.