Effects of working with GeoGebra in the classroom on the affect-cognition relationship

Abstract

The rise of the use of technology in mathematics education, especially in the dynamic approach to geometry, requires well-founded empirical studies that inform its effective use in the classroom. This article responds to the demand for interventions that address the affective and cognitive dimensions, as well as the study of the relationship between them. Through a teaching experiment in two secondary school classes, the influence of GeoGebra in the development of students’ attitudes related to mathematics and mathematical competence is analysed. The quantitative analysis of the data shows a positive evolution in the studied variables, while the qualitative analysis reports on how this evolution took place, on the properties of the software that supported it and on the relationship between affective and cognitive constructs.