The Use of the Digital Tool GeoGebra in Transforming Students' Beliefs About Probability

This study aims to identify the initial beliefs that sixth-grade students have about the concept of probability and assess the impact of using the digital tool GeoGebra on their belief systems. The qualitative study was conducted within the design-based research paradigm, using a teaching experiment as a methodological strategy. The study participants attend a public educational institution in Santiago de Cali, Colombia. The results indicate that students hold various beliefs about probability, which vary depending on their level of reasoning. Moreover, the multiple representations provided by GeoGebra simulations enabled students to move from sometimes erroneous beliefs about probability to mathematical reasoning. Understanding probability is essential for developing mathematical thinking; however, students often struggle due to misconceptions. This study investigates how the use of GeoGebra can help sixth-grade students overcome these difficulties, improve their understanding of probability, and promote stronger mathematical arguments.