<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">SSR</journal-id><journal-title-group><journal-title>Scientific and Social Research</journal-title></journal-title-group><issn>2661-4332</issn><eissn>2981-9946</eissn><publisher><publisher-name>Bio-Byword Scientific Publishing Pty. Ltd.</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.26689/ssr.v6i2.6250</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>GeoGebra Software as A Guideline for Meaningful Learning of Mathematical Content for Ninth-Grade Students in Ecuador – A Secondary Publication</title><url>https://artdesignp.com/journal/SSR/6/2/10.26689/ssr.v6i2.6250</url><author>ChuldeOscar Marcelo Pantoja</author><pub-date pub-type="publication-year"><year>2024</year></pub-date><volume>6</volume><issue>2</issue><history><date date-type="pub"><published-time>2024-02-28</published-time></date></history><abstract>The introduction of the GeoGebra software led to a considerable increase in the interactivity of the didactic sequence of learning mathematical contents, a scenario that highlighted the inclusion of the meaningful learning model as the basis of pedagogical proposals. In this sense, the objective of this article was to determine the relationship of the GeoGebra software in the learning of mathematics in ninth-grade students in the General Education (GE) of the Yaruquí Public Educational Unit. Relational research with a non-experimental and transversal design was carried out to measure the variables in 44 ninth-grade students through the collection of data using valid and reliable instruments. The results indicated that a large number of students deemed the interface and interactivity of the GeoGebra software as “appropriate” (&amp;gt; 60%) and showed high levels of information acquisition and incorporation of new knowledge (68.2%). The correlational analysis revealed positive directions and moderate levels between the dimensions of the two variables (0.430 &amp;lt; Rho &amp;lt; 0.515); overall, a direct and moderate correlation was observed between GeoGebra software and mathematical learning (Rho = 0.549, R2 = 0.301). Finally, it was concluded that higher scores in the dimensions of GeoGebra software would manifest in high scores for meaningful learning of mathematical content.</abstract><keywords/></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>Ruiz J, Agustín J, Panduro Ramírez J, 2021, A Systematic Review on Remote Learning of Mathematics. Espirales: Multidisciplinary Journal of Scientific Research, 5(37): 63–83. https://www.researchgate.net/profile/Jeidy-Panduro-Ramirez-2/publication/354525192_A_systematic_review_on_remote_learning_of_mathematics/links/614a41ec519a1a381f75dd1a/Una-revision-sistematica-sobre-el-rendizaje-remoto-dela-matematica.pdf</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B2" content-type="article"><label>2</label><element-citation publication-type="journal"><p>Reyes A, 2021, Mathematics and ICT: An Innovative Strategy for the Development of Competencies at the Secondary Level: A Literature Review. Educación Superior, 1(32): 101–113. https://revistavipi.uapa.edu.do/index.php/edusup/article/view/268/248</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B3" content-type="article"><label>3</label><element-citation publication-type="journal"><p>Borraiz Y, 2019, Development of Mathematical Competencies in Virtual Learning Environments: A Documentary 160 Volume 6; Issue 2 Review. https://intellectum.unisabana.edu.co/bitstream/handle/10818/35551/Art%c3%adculo%20Yony%20Borraiz.pdf?sequence=1yisAllowed=y</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B4" content-type="article"><label>4</label><element-citation publication-type="journal"><p>Mora Saavedra J, 2020, GeoGebra as a Tool for Educational Transformation in Mathematics, http://repositorio.unae.edu.ec/bitstream/123456789/1388/1/5%20Geogebra%20como%20herramienta.pdf</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B5" content-type="article"><label>5</label><element-citation publication-type="journal"><p>Holguín G, Holguín R, García N, 2020, Gamification in Mathematics Education: A Systematic Review. Telos: Journal of Interdisciplinary Studies in Social Sciences, 22(1): 62–75. http://ojs.urbe.edu/index.php/telos/article/view/3190/4446</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B6" content-type="article"><label>6</label><element-citation publication-type="journal"><p>Soto C, Soto M, Vergaray J, 2022, Virtual Education in Mathematics Learning During Covid-19: Theoretical Review. Revista Científica Arbitrada Multidisciplinaria, 4(2): 158–174. https://editorialalema.org/index.php/pentaciencias/article/view/82/138</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B7" content-type="article"><label>7</label><element-citation publication-type="journal"><p>Valverde S, Hurtado A, Carpio M, et al., 2022, Meaningful Learning in the Context of Pandemic: A Systematic Review. Revista de Investigación en Ciencias de la Educación, 6(23): 458–465. https://revistahorizontes.org/index.php/revistahorizontes/article/view/485/944</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B8" content-type="article"><label>8</label><element-citation publication-type="journal"><p>Soledispa-Castro YS, 2022, GeoGebra and Students’ Academic Achievement in Mathematics: A Systematic Review of the Literature. YACHASUNISSN Refereed Multidisciplinary Scientific Journal, 6(11): 159–175. http://editorialibkn.com/index.php/Yachasun/article/view/245/419</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B9" content-type="article"><label>9</label><element-citation publication-type="journal"><p>Victores P, Ochoa C, Miller Z, 2021, Meaningful Learning Through ICT: A Literature Review – Bibliographic Review. Scientific Series of the University of Computer Science, 14(11): 135–144. https://publicaciones.uci.cu/index.php/serie/article/view/978/839</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B10" content-type="article"><label>10</label><element-citation publication-type="journal"><p>Ishartono N, Nurcahyo A, Waluyo M, et al., 2022, Integrating GeoGebra into the Flipped Learning Approach to Improve Students’ Self-Regulated Learning During the Covid-19 Pandemic. Journal on Mathematic Education, 13(1): 69–86. https://files.eric.ed.gov/fulltext/EJ1336123.pdf</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B11" content-type="article"><label>11</label><element-citation publication-type="journal"><p>Bakar K, Ayub A, Mahmud R, 2015, Effects of GeoGebra Towards Students’ Mathematics Performance. Proceedings of the 2015 International Conference on Research and Education in Mathematics (ICREM7). https://doi.org/10.1109/ICREM.2015.7357049</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B12" content-type="article"><label>12</label><element-citation publication-type="journal"><p>Yohannes A, Chen H, 2021, GeoGebra in Mathematics Education: A Systematic Review of Journal Articles Published from 2010 to 2020. Interactive Learning Environments, 31(9): 5682–5697. https://doi.org/10.1080/10494820.2021.2016861</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B13" content-type="article"><label>13</label><element-citation publication-type="journal"><p>Pumacallahui E, Acuña C, Calcina D, 2021, Influence of GeoGebra Software in the Learning of Geometry in Fourth Grade High School Students in the Tambopata District of the Madre de Dios Region. Educación Matemática, 33(2): 245–273. https://doi.org/10.24844/em3302.10</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B14" content-type="article"><label>14</label><element-citation publication-type="journal"><p>Muñante MF, Salazar GDC, Rojas KM, et al., 2021, GeoGebra Software in Mathematical Skills of High School Students: Systematic Review. Turkish Journal of Computer and Mathematic Education (TURCOMAT), 12(6): 4164–4172. https://www.turcomat.org/index.php/turkbilmat/article/view/8386/6562</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B15" content-type="article"><label>15</label><element-citation publication-type="journal"><p>Perez J, Paira D, Matos F, et al., 2022, Literature Review of the Use of GeoGebra and Its Relationship with Learning in the Period 2012–2021. https://repositorio.ulima.edu.pe/bitstream/handle/20.500.12724/16435/Geogebra_learning_Perez_Paira_Matos_Romero_Quispe.pdf?sequence=1yisAllowed=y</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B16" content-type="article"><label>16</label><element-citation publication-type="journal"><p>Alabdulaziz M, Aldossary S, Alyahya S, et al., 2021, The Effectiveness of the GeoGebra Programme in the Development of Academic Achievement and Survival of the Learning Impact of the Mathematic among Secondary Stage Students. Education and Information Technologies, 26: 2685–2713. https://doi.org/10.1007/s10639-020-10371-5</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B17" content-type="article"><label>17</label><element-citation publication-type="journal"><p>Misrom NS, Muhammad AS, Abdullah AH, et al., 2020, Enhancing Students’ Higher-Order Thinking Skills (HOTS) Through an Inductive Reasoning Strategy Using GeoGebra. International Journal of Emerging Technologies in Learning (iJET). 15(3): 156–179. http://dx.doi.org/10.3991/ijet.v15i03.9839</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B18" content-type="article"><label>18</label><element-citation publication-type="journal"><p>Zengin Y, Tatar E, 2017, Integrating Dynamic Mathematic Software into Cooperative Learning Environments in Mathematics. Educational Technology and Society, 20(2): 74–88.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B19" content-type="article"><label>19</label><element-citation publication-type="journal"><p>Zilinskiene I, Demirbilek M, 2015, Use of GeoGebra in Primary Math Education in Lithuania: An Exploratory Study 161 Volume 6; Issue 2 from Teachers’ Perspective. Informatics in Education, 14(1): 129–144. http://dx.doi.org/10.15388/infedu.2015.08</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B20" content-type="article"><label>20</label><element-citation publication-type="journal"><p>Damianus S, 2019, Higher-Order Thinking Ability Among University Students: How Does Culture-Based Contextual Learning with GeoGebra Affect It?. International Journal of Innovation, Creativity and Change, 5(3): 95–115.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B21" content-type="article"><label>21</label><element-citation publication-type="journal"><p>Romero J, Romero J Reyes R, et al., 2022, Use of GeoGebra as a Meaningful Learning Meaningful Learning In The Study of Graphs and Transformations of Functions. EDMETIC. Journal of Media Education and ICT, 11(1): 3. https://doi.org/10.21071/edmetic.v11i1.13345</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B22" content-type="article"><label>22</label><element-citation publication-type="journal"><p>Tamayo E, 2013, Didactic Implications of GeoGebra on the Meaningful Learning of Types of Functions in High School Students. Apertura, 5(2): 58–69. https://www.redalyc.org/pdf/688/68830444006.pdf</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B23" content-type="article"><label>23</label><element-citation publication-type="journal"><p>Llloca A, Quispe M, 2017, Geogebra Software in the Significant Learning of Functions in Fourth Grade Students of the José Antonio Encinas Franco Yaureccan Educational Institution, thesis, Universidad Nacional de Huancavelica. https://repositorio.unh.edu.pe/handle/UNH/1447</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B24" content-type="article"><label>24</label><element-citation publication-type="journal"><p>Ticlla D, 2020, GeoGebra Mathematical Software and its Relationship with the Meaningful Learning of Students of the Fifth Grade of Secondary Education of the I.E. Roosevelt College - Nueva Cajamarca, 2019, thesis, Universidad Católica Sedes, UCSS Digital Institutional Repository, https://hdl.handle.net/20.500.14095/885</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B25" content-type="article"><label>25</label><element-citation publication-type="journal"><p>Guevara G, Verdesoto A, Castro N, 2020, Educational Research Methodology (Descriptive, Experimental, Participatory, and Action Research). Revista Científica Mundo de la Research and Knowledge, 4(3): 163–173. https://doi.org/10.26820/recimundo/4.(3).jul.2020.163-173</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B26" content-type="article"><label>26</label><element-citation publication-type="journal"><p>Monjarás-Ávila A, Bazán-Suárez A, Pacheco-Martínez Z, et al., 2019, Research Designs. Education and Health: Scientific Bulletin. Institute of Health Sciences Autonomous University of the State of Hidalgo, 8(15): 119–122. https://doi.org/10.29057/icsa.v8i15.4908</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B27" content-type="article"><label>27</label><element-citation publication-type="journal"><p>Hernández R, Mendoza C, 2018, Research Methodology: The Quantitative, Qualitative and Mixed, McGraw-Hill.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B28" content-type="article"><label>28</label><element-citation publication-type="journal"><p>López-Barajas Zayas E, 1998, Life Histories and Biographical Research: Fundamentals and Methodology. Universidad Nacional de Educación a Distancia.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B29" content-type="article"><label>29</label><element-citation publication-type="journal"><p>Hulley S, Cummings S, Browner W, et al., 2014, Clinical Research Design, Wolters Kluwer.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B30" content-type="article"><label>30</label><element-citation publication-type="journal"><p>Feria H, Matilla M, Mantecón S, 2020, The Interview and the Survey: Methods or Techniques of Empirical Inquiry?. Didáctica y Educación, 11(3): 62–79. https://revistas.ult.edu.cu/index.php/didascalia/article/view/992</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B31" content-type="article"><label>31</label><element-citation publication-type="journal"><p>Dominguez-Lara S, 2018, Magnitude of Effect, A Quick Guide. Medical Education, 19(4): 251–254. https://doi.org/10.1016/j.edumed.2017.07.002</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B32" content-type="article"><label>32</label><element-citation publication-type="journal"><p>Bollen KA, Long JS,1993, Testing Structural Equation Models, Sage Publications.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B33" content-type="article"><label>33</label><element-citation publication-type="journal"><p>Hinkle D, Wiersma W, Jurs S, 2003, Applied Statistics for the Behavioral Sciences (5th Edition), Houghton Mifflin Company, Boston.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B34" content-type="article"><label>34</label><element-citation publication-type="journal"><p>Añanca S, 2022, Influence of the Use of Geogebra on the Significant Learning of Mathematics I in Students of the Specialty of Mathematics of the Faculty of Sciences of the Universidad of Education, thesis, Universidad Nacional de Educación Enrique Guzmán y Valle. https://repositorio.une.edu.pe/handle/20.500.14039/6677</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B35" content-type="article"><label>35</label><element-citation publication-type="journal"><p>Ausubel D, Novak J, Hanesian H, 1983, Educational Psychology: A Cognitive Point of View, Trillas.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B36" content-type="article"><label>36</label><element-citation publication-type="journal"><p>Ausubel D, 2002, The Acquisition and Retention of Knowledge: A Cognitive View (2nd Edition). Paidós Ibérica, Barcelona.</p><pub-id pub-id-type="doi"/></element-citation></ref><ref id="B37" content-type="article"><label>37</label><element-citation publication-type="journal"><p>Arriassecq I, Santos G, 2017, New Information Technologies as Facilitators of Meaningful Learning. Archives of Educational Sciences, 11(12): e030. https://doi.org/10.24215/23468866e030</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
