Percepción del Software GeoGebra en la Enseñanza-Aprendizaje de la Geometría: Un Estudio Cuasi-Experimental en el Nivel Secundario

The study analyzed the perception of GeoGebra software in the teaching-learning of Geometry for 4th Grade students of Secondary Level in two polytechnics in Villa La Mata, Dominican Republic. Traditional teaching methodologies have proven to be insufficient to address the complexity of geometric concepts, limiting students' motivation and interest in mathematics. In addition, the lack of integration of educational technologies perpetuates these difficulties, leaving students with learning based mainly on memorization and disconnected from practical applications. GeoGebra emerges as an innovative tool that, through visual and dynamic manipulation of concepts, could overcome these barriers; however, its implementation faces significant challenges, such as the lack of teacher training and adequate technological resources in educational institutions. Through a quasi-experimental design with a quantitative approach, the perceptions and learning of 120 students and 10 teachers were evaluated through surveys, observations and pre and post intervention questionnaires, analyzed statistically. The results showed that GeoGebra increased students' motivation, interest and academic performance, facilitating the understanding of concepts such as perimeter, area and volume. Teachers valued the training workshops, although the lack of technological infrastructure continues to be a recurring challenge. It was concluded that GeoGebra promoted active and autonomous learning, transforming students' perception of Geometry and strengthening teachers' pedagogical practices. The need for investment in technology and ongoing training is highlighted to enhance its implementation and consolidate it as a key tool to innovate in mathematics education in contexts of limited resources.