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Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 24th Aug 2026, 05:32:13am America, Santiago

Daily Overview

Session

64D: Mathematics Education
Location: Room 05: Pacifico

Presentation 2

3:22pm - 3:34pm

Enhancing Conceptual Understanding of Real Variable Functions in Engineering Students Through GeoGebra: A Quasi-Experimental Study

LUZ ELIZABETH HUANCHI MAMANI¹, S. M. Espinoza Suarez², Elisa Montoya Cantoral³, Jeniffer Doris Garcia Chauca⁴

1: Universidad Nacional de Juliaca - (PE); 2: Universidad Nacional Mayor de San Marcos - (PE); 3: Universidad de Lima - (PE); 4: Departamento Académico de Estudios Generales - Universidad San Ignacio de Loyola

The integration of dynamic mathematical software has become increasingly relevant in engineering education, particularly in post-pandemic contexts that demand interactive and accessible learning environments. This study examines the effect of GeoGebra, an open-source dynamic mathematics platform, on the conceptual understanding of real variable functions among first-year engineering students in Peru. A quasi-experimental design with pre-test and post-test control groups was implemented (n = 40). Instrument reliability was confirmed through Cronbach’s alpha (α = 0.87). Statistical analyses included Shapiro–Wilk normality testing, Levene’s homogeneity test, independent samples t-test, and effect size estimation using Cohen’s d. Results demonstrated statistically significant differences in post-test performance between the experimental group (M = 15.5, SD = 2.21) and the control group (M = 12.4, SD = 1.96), t(38) = 4.073, p = 0.001. The calculated effect size was large (Cohen’s d = 1.48), indicating a substantial educational impact. Students exposed to GeoGebra achieved higher levels of conceptual and graphical comprehension compared to those receiving traditional instruction. These findings provide empirical evidence supporting the integration of dynamic open-source technologies to enhance mathematical abstraction and learning outcomes in engineering education.