The present work aims to present the GeoGebra software as an auxiliary instrument in learning the teaching of cylinders of revolution. In this sense, it describes a qualitative bibliographic research. For this, firstly, references were sought which would enable eloquence for the subject in question, later an intervention was developed, which made it possible to weave the reflections that are exposed in this work, reflections that were perceived during the intervention and later the application of a brief questionnaire to the students who participated in the intervention. The results indicated that students showed little enthusiasm in studying spatial geometry, as they claimed that this content is considered one of the subjects of this curricular component that is more difficult to understand, specifically due to the difficulty encountered when understanding some concepts pertinent to the subject, mainly due to the absence of of a clear visualization of the figures that have three dimensions, without the aid of some didactic instrument, since only with the explanation of the teachers and the mathematical texts this is not possible. However, after using the GeoGebra software, it was observed that the students had a greater understanding during the intervention, considering that they answered the questions asked confidently. It is concluded that the technological resources, and in particular the GeoGebra software, presents itself as a facilitator in the understanding of the mathematical content, since from this it is possible to have a visualization of a three-dimensional figure, making the concepts to be understood in a more clear.
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