Learning Polynomial Factorization with GeoGebra and Manipulative Resources in a Mathematics Laboratory

Abstract

The study evaluated the implementation of a mathematics laboratory as a strategy to strengthen the learning of polynomial factoring in high school students in the Dominican Republic. The intervention integrated manipulative materials and GeoGebra software with the purpose of facilitating the understanding of algebraic concepts and improving the development of competencies in this area. Using a mixed approach and a longitudinal design, the impact of the proposal on academic performance and the perception of the participants was analyzed. The guided activities in the laboratory allowed the interactive exploration of algebraic factorization, promoting the construction of knowledge through experimentation and the use of didactic resources. The results showed improvements in the understanding of the concepts addressed, as well as a high acceptance of the methodology. Advances were identified in the resolution of exercises and in the application of analytical strategies for factoring polynomials. Likewise, an increase in students' motivation and confidence when facing mathematical problems was observed. This work provides evidence on the effectiveness of mathematics laboratories in challenging educational contexts, highlighting their potential to transform the teaching of algebra. The implementation of similar methodologies at other educational levels and their adaptation to different areas of mathematics is recommended to further explore their impact on the development of cognitive and mathematical skills.