Factorización paso a paso: Secuencia didáctica con Symbolab en Décimo Año de EGB

Abstract

This article analyzes the impact of the technological tool Symbolab on the teaching of factorization among Tenth-Grade students in Basic General Education (EGB in Spanish). The study was conducted using a didactic sequence structured within a quantitative, quasi-experimental design, with an experimental group using Symbolab as an interactive resource and a control group working with traditional, predominantly expository methods. Diagnostic tests and post-tests were administered to measure students' progress in identifying and solving notable products and trinomial factorization. The data were analyzed using inferential statistics with Student's t-tests for independent samples. A preliminary t-test was conducted to verify equivalence between the groups, followed by a post-intervention t-test to assess differences. The results showed a significant improvement in the academic performance of the experimental group, with a statistically significant difference (t = 3,242; p = 0,002), suggesting a positive impact of Symbolab on the teaching of factorization. Additionally, an increase in motivation, autonomy, conceptual understanding, and a positive attitude toward the use of technologies was observed. It is concluded that the integration of Symbolab into the teaching-learning process supports the acquisition of algebraic content, especially when applied in structured contexts with clear pedagogical objectives. This proposal provides empirical evidence on the effectiveness of Symbolab in teaching factorization, which may guide future pedagogical strategies for integrating digital tools into mathematics instruction.