Cambios producidos en el aprendizaje de las familias de funciones cuadráticas en estudiantes de grado noveno a través de situaciones didácticas utilizando geogebra

This work presents an analysis of the changes that occur when students are learning about the family of quadratic functions, implementing didactic situations teaching with Geogebra software and its application for knowledge mobilization using this concept. The research is based from the Theory of Didactic Situations founded by French researcher and training analyst Guy Brousseau (1986), is descriptive qualitative and enroll in the quasi-experimental method. The implementation of didactic situations successfully promoted a dynamic and autonomous performance in students helping them to learn acquisition of families of quadratic functions. The interaction with the Geogebra software was the instrument to get the knowledge to build new constructions in that environment and the students to get better performances in class.