Didactic strategy using GeoGebra for teaching and learning differential calculus

Abstract

The effort to digitally transform society includes, above all, education. Teachers face the challenge of perfecting the teaching-learning process. Achieving this goal is impossible without adapting it to the trends in the use of Information and Communication Technologies (ICTs) in the education of 21st-century students. For engineering students, the challenges are significant, as it involves teaching practical, technical applications that facilitate rapid decision-making. Mathematics is often considered a dispensable subject in the engineering curriculum. The need to make calculus dynamic and interactive for student learning constitutes a persistent barrier in the teaching-learning process. This requires abstract, active, and experimental methods for motivating and assimilating content and applying knowledge. Meeting this requirement was the central motivation of this article, which aims to design a didactic strategy for teaching differential calculus to engineering students using the dynamic geometry software GeoGebra in the Mathematics II course. The components of the strategy are described in its stages, its dynamic relationships and the result of its application in three groups of students of the Computer Science Engineering degree.