Manual of Didactic Sequences of Analytic Geometry Implementing Information and Communication Technologies

Abstract

The present research work integrated ICT's and Analytic Geometry, through the design and implementation of a manual of didactic sequences whose frame of reference was based on the Theory of Meaningful Learning, proposed by Ausubel in 1983. The type of sampling selected was probabilistic and stratified. The phases of the Van Hiele Model served as a reference for the development of the research, starting with the application of the diagnostic questionnaire that allowed identifying the learning acquired by the students during the Analytical Geometry course, then proceeded to the development of the learning sequences in three class sessions, at the end of which the students answered the final questionnaire, which contained the same items as the initial one, with the purpose of evaluating the degree of incidence of ICT in the context studied. The analysis of results was designed under the methodological approach of the quantitative approach, using the “t-Student” statistic with 5% error and 95% confidence level, obtaining a p-value of 0.03525034, thus rejecting the null hypothesis; therefore, it was possible to affirm that the implementation of ICT greatly favored the significant acquisition of learning by the students.