HIGHLIGHTS
- What: The aim of this Article is to analyze how collaborative learning can contribute to the creation of inclusive and contextualized environments in the teaching of geometry. To achieve this goal, this research seeks to answer the following questions: How can CA promote students` cognitive-mathematical development in different educational contexts? How can the implementation of collaborative activities affect educational equity in geometry education? The focus of the lessons was to work on the concept of the perpendicular bisector, which is a line that divides a line segment into two equal parts by passing through its midpoint . . .
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