Abstract

Objective: To evaluate the impact of the Symbolab digital tool on the learning of second-degree polynomial functions in third-grade secondary students. Methodology: The study adopted an experimental design with control and experimental groups. Pre-tests and post-tests were applied to measure students' knowledge before and after using Symbolab. Additionally, surveys and interviews with teachers were conducted to assess their perceptions of the tool. Results: Students who used Symbolab showed significant improvement in understanding polynomial functions. Statistical analyses, including the T-Student test, confirmed significant differences in academic performance between the control and experimental groups. Conclusions: Symbolab significantly enhanced the learning of second-degree polynomial functions, highlighting its potential as a pedagogical tool in mathematics education.

Keywords:
Symbolab; mathematical learning; educational technology; digital tools; polynomial functions