Mathematization platform in a GeoGebra environment within a didactic approach «from bottom to top»

Abstract

This study is part of an investigation that analyzes an innovative approach for the teaching of Analytic Geometry in the first year of postcompulsory education in Catalonia (Spain). The didactic approach consists of a sequence that begins with activities that induce mathematization, and is completed with a further formalization of the contents. The analysis of the mathematization made by the students has a central role in this research. The study also examines the students’ subjective assessments on the implementation of activities with GeoGebra. These analysis show that, compared to the traditional methodology, there is an improved performance in mathematization, as well as an increased self-awareness, motivation and involvement of students in the learning process.