The motivation and the study of the quadratic function with GeoGebra®

Abstract

Objective: Describe the underlying variables of motivation and attributional styles of elementary school students in a private school in Bogotá-Colombia, when they study quadratic function supported by GeoGebra® dynamic geometry software. Method: The methodological approach is a mixed one. The CEAP-48 inventory is used, in addition a focus group interview is conducted. The results are analyzed under the Main Component Analysis with the internal reliability of Cronbach's global coefficient α. Results: The test as motivation and learning and its usefulness remain as variables underlying motivation, while the score as motivation emerges as a variable after the implementation of the Didactic Sequence. GeoGebra®, in the students' words, is an element of motivation and mediation since it allows to experiment, check and visualize some conjectures. Discussion y Conclusion: The categories of the CEAP-48 instrument show the same results in the pre-test and post-test of the research as in the authors', which indicates that the instrument has a diachronic validity in time. Moreover, the test is part of the student's motivation, managed to affect their emotions in the academy.