Geogebra en el aprendizaje de las matemáticas en estudiantes de secundaria en el norte del Perú

Objective: We analyzed how the GeoGebra software is used, managed, integrated, and how students are motivated by it in learning mathematics in the first year of secondary school at a school in northern Peru. This is important for improving teaching practices using technology. Methodology: A quantitative, basic approach was applied, with a descriptive, non-experimental design. A sample of 50 students was used, and a survey was conducted using a 24-item questionnaire. This questionnaire was organized into three dimensions and scored using a Likert scale, with validity established through expert judgment by three experts and adequate reliability (Cronbach’s alpha = 0.867). Results: A favorable GeoGebra integration process was observed: 80% of students demonstrated a high level of use; 68% achieved a high level of competence; resource integration was evenly distributed between the medium and high levels (50% and 50%, respectively); and motivation was predominantly high (74%). Conclusions: It was concluded that GeoGebra was associated with extensive use, high levels of competence, and predominant motivation. This supports its value as a teaching resource for promoting mathematical learning. However, the presence of students at intermediate levels suggests strengthening teacher training, planning additional practical modules, and establishing periodic assessments to consolidate its curricular integration and sustain the observed benefits.