Análisis documental de una propuesta didáctica basada en GeoGebra y su aporte al aprendizaje de vectores

The study examines an existing didactic proposal, focused on the use of GeoGebra for the teaching of vectors, by comparing it with research on the incorporation of digital resources in mathematics. It is based on the need to strengthen teaching practice with tools that favor visual representation, interaction and connection between different mathematical registers. The analysis shows that the proposal is characterized by structuring the work with GeoGebra in an organized sequence, where each activity responds to defined training purposes and promotes the relationship between graphic and symbolic expressions. Unlike approaches where technology is used in isolation, the role of the teacher in guiding the observation, interpretation and formalization of vector concepts is highlighted. The comparison with other studies recognizes similar contributions in terms of support for student understanding and participation, but also shows that the methodological organization is not always detailed. In summary, it is concluded that GeoGebra's contribution depends on its planned incorporation into the educational process