Impacto del aprendizaje basado en problemas en matemáticas de secundaria: revisión sistemática y meta-análisis
Impact of problem-based learning in secondary mathematics: a systematic review and meta-analysisBarra lateral del artículo
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El Aprendizaje Basado en Problemas (ABP) surge como respuesta a las limitaciones de la enseñanza tradicional de matemáticas en educación secundaria, particularmente en el desarrollo de habilidades de resolución de problemas. El objetivo de la investigación fue sintetizar la evidencia empírica reciente (2017-2025) sobre la efectividad del ABP en la resolución de problemas matemáticos en estudiantes de secundaria. La metodología empleada consistió en la revisión sistemática bajo lineamientos PRISMA que identificó 16 estudios elegibles. La calidad metodológica se evaluó con la herramienta Cochrane RoB 2 y se ejecutó un meta-análisis de efectos aleatorios. Los resultados establecieron que el ABP demostró un efecto significativamente superior a la enseñanza tradicional (g = 0,94; IC 95%: 0,78-1,10; p < 0,001). Los análisis de subgrupos revelaron efectos más robustos en intervenciones prolongadas (>8 semanas) y con integración tecnológica. Se concluye que el ABP constituye una estrategia pedagógica altamente efectiva para desarrollar habilidades de resolución de problemas matemáticos, cuya implementación exitosa requiere considerar la duración, autenticidad de los problemas y estructuras colaborativas definidas.
Problem-Based Learning (PBL) emerged as a response to the limitations of traditional mathematics teaching in secondary education, particularly in the development of problem-solving skills. The objective of this research was to synthesize recent empirical evidence (2017–2025) on the effectiveness of PBL in mathematical problem-solving among secondary school students. The methodology employed consisted of a systematic review under PRISMA guidelines, which identified 16 eligible studies. Methodological quality was assessed using the Cochrane RoB 2 tool, and a random-effects meta-analysis was performed. The results established that PBL demonstrated a significantly greater effect than traditional teaching (g = 0.94; 95% CI: 0.78–1.10; p < 0.001). Subgroup analyses revealed more robust effects in longer interventions (>8 weeks) and with technological integration. It is concluded that PBL constitutes a highly effective pedagogical strategy for developing mathematical problem-solving skills, whose successful implementation requires considering the duration, authenticity of the problems and defined collaborative structures.
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