EXPLORING THE CARTESIAN PLANE WITH DIGITAL GAMES: A DIDACTIC SEQUENCE WITH PUZZLE COLOUR IN GEOGEBRA

Abstract

This research investigates the use of digital games as a didactic strategy for teaching the Cartesian plane, focusing on the application of Puzzle Color within the GeoGebra environment in 9th-grade lower secondary school classes. The study aims to analyse how the integration of playfulness and technology can enhance the meaningful learning of concepts related to Cartesian coordinates. A qualitative approach is adopted, based on a structured didactic sequence of six lessons, designed to progressively and interactively explore the properties of the Cartesian plane. Data collection occurs through direct observation of student interactions with the tool, with special attention to recorded problem-solving strategies, spontaneous verbal expressions, and graphical manipulations performed during the activities. Data analysis shows that students progressively grasp concepts such as location, displacement, symmetry, and spatial organisation, revealing active understanding of the elements of the Cartesian system. The use of the digital game, when combined with reflective didactic planning, contributes to increased student engagement, better content retention, and the stimulation of geometric reasoning. The didactic experience proves to be an innovative and feasible pedagogical practice, integrating graphical visualisation, playfulness, and conceptual formalisation. The research preliminarily concludes that using Puzzle Color in GeoGebra supports the learning of geometric content by offering meaningful challenges that can be explored in interactive contexts and mediated by intentional teaching.