Estrategias didácticas y aprendizaje de conceptos matemáticos: revisión sistemática
Teaching strategies and mathematical concept learning: a systematic reviewBarra lateral del artículo
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Contexto: La calidad del aprendizaje matemático está estrechamente relacionada con las competencias profesionales del docente y su capacidad para implementar estrategias didácticas que favorezcan la comprensión conceptual, el razonamiento y la resolución de problemas en los estudiantes. Objetivo: Analizar las estrategias didácticas más efectivas para el aprendizaje de conceptos matemáticos en estudiantes de diferentes niveles educativos. Metodología: Se realizó una revisión sistemática de literatura siguiendo los lineamientos PRISMA 2020. La búsqueda se efectuó en las bases de datos Scopus, Web of Science, SciELO, ERIC y Redalyc, considerando estudios relacionados con estrategias de enseñanza y aprendizaje matemático. Resultados: Los hallazgos evidenciaron una mayor presencia de investigaciones centradas en tecnologías digitales (35 %), seguidas del aprendizaje basado en problemas (25 %) y el aprendizaje cooperativo (20 %). Otras estrategias identificadas fueron el aula invertida (10 %), aprendizaje basado en juegos (5 %) y manipulativos virtuales (5 %). La evidencia analizada muestra que las metodologías activas y mediadas tecnológicamente favorecen la comprensión de conceptos matemáticos, incrementan la participación estudiantil y promueven aprendizajes significativos. Conclusiones: Las estrategias didácticas con mayor respaldo empírico corresponden al uso de tecnologías digitales, el aprendizaje basado en problemas y el aprendizaje cooperativo. Su implementación efectiva requiere una planificación docente intencional, integración pedagógica de recursos tecnológicos y adaptación a las características cognitivas y contextuales de los estudiantes.
Background: Mathematical learning quality is closely linked to teachers' professional competencies and their ability to implement strategies promoting conceptual understanding, reasoning, and problem-solving. Objective: To analyze the most effective teaching strategies for mathematical concept learning across various educational levels. Methods: A systematic literature review was performed following PRISMA 2020 guidelines. The search was conducted in Scopus, Web of Science, SciELO, ERIC, and Redalyc databases, focusing on studies related to mathematics teaching and learning strategies. Results: Findings revealed a higher prevalence of research centered on digital technologies (35%), followed by problem-based learning (25%) and cooperative learning (20%). Other identified strategies included flipped classroom (10%), game-based learning (5%), and virtual manipulatives (5%). The evidence indicates that active and technologically mediated methodologies enhance conceptual understanding, increase student participation, and promote meaningful learning. Conclusion: Teaching strategies with the strongest empirical support include digital technologies, problem-based learning, and cooperative learning. Their effective implementation requires intentional instructional planning, pedagogical integration of technological resources, and adaptation to students' cognitive and contextual characteristics.
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