Applets in the teaching-learning process of the linear function

Abstract

The integration of GeoGebra applets into the teaching-learning process of Mathematics has transformed the way the subject is learned and taught. This article aims to explore the significant theoretical and methodological references that support the use of interactive GeoGebra applets in the teaching-learning process of linear functions in ninth-grade elementary education. To this end, a bibliographic review of scientific publications related to the topic was conducted, from the region in general and Ecuador in particular, using databases such as Dialnet, Google Scholar, Scielo, and Redalyc, using related keywords. Studies published between 2013 and 2025 were included. The results of the study reveal that the systemic integration of GeoGebra as a teaching-learning medium, learning object, and work tool is necessary in the teaching-learning process of linear functions. Significant theoretical and methodological references for the use of interactive applets in GeoGebra in the teaching-learning process of linear functions were proposed: meaningful learning, the use of active methodologies that place the student as the protagonist of the process and the teacher as the mediator and guide of learning. The methodology used was based on qualitative research with an interpretive approach. Information processing methods such as analysis-synthesis, inductive-deductive, and historical-logical methods were employed, allowing for the search and selection of bibliographic sources. Using inclusion and exclusion criteria, 29 bibliographic sources were selected, representing 70.7% of those consulted.