El desarrollo de la imagen conceptual del triángulo en el alumnado de Educación Primaria utilizando GeoGebra

Resumen

The present research is based on Vinner's (1991) theoretical model that introduces the term conceptual image in reference to the mental representations and properties associated with a given geometric concept and states that, for geometric learning to take place, it is essential that the conceptual image of a concept is complete and correct. In view of this, a teaching experiment was carried out to analyse the influence of a didactic sequence of eleven activities designed in the dynamic geometry software GeoGebra on the development of the conceptual image of the triangle in Primary School students. The results obtained show that the integration of this sequence has encouraged the visualisation of non-stereotyped triangles and has facilitated the exploration of their invariant attributes, so that the range of examples that make up the conceptual image has been extended. It has also been found that, from this correct conceptual image, an analytical judgement of triangle identification based on critical attributes is made, avoiding the prototypical phenomenon. Furthermore, it has been confirmed that the manipulation of triangles in GeoGebra has facilitated the understanding of hierarchical classification.