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The objective of this article is to analyse the influence of the implementation of the Geocatatum platform, a didactic tool in the teaching of geometry in early childhood education. The research follows a mixed study, quasi-experimental and phenomenological design; the sample conformed of 250 children from educational institutions in the Catatumbo, Norte de Santander, Colombia. Resources and services for students and teachers are announced in the development. The results show that the virtual resources and services designed and implemented improved academic performance in geometry and the development of geometric thinking. Emerging categories to these factors were promotion of practices of application of geometry in context, effective use of tic and communicative skills.

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