Aprendizaje basado en problemas en la resolución de problemas matemáticos en estudiantes de básica media

Abstract

This research aims to analyze the theoretical and methodological foundations of Problem-Based Learning (PBL) as an active methodology in interlearning processes through its integration with an interdisciplinary approach in mathematical problem-solving among middle school students, aimed at enhancing their thinking and process-construction competencies. The study was conducted through a systematic literature review, based on the analysis of 15 scientific articles selected from recognized databases such as Redalyc, SciELO, Scopus, ProQuest, Dialnet, and Google Scholar, published between 2020 and 2025. Rigorous inclusion and exclusion criteria were applied to ensure the relevance of the documents studied. The results show that the PBL methodology, when implemented in the learning environment, fosters the integration of new knowledge, critical thinking skills, and stimulates collaborative work. Furthermore, it enhances motivation and active participation in mathematical problem-solving, generating conceptual, procedural, and metacognitive knowledge throughout the learning process. In inclusive contexts, it has proven effective in promoting participatory and equitable learning. PBL represents a dynamic approach to developing critical thinking, autonomy, and problem-solving skills in middle school students. However, its implementation faces significant challenges, particularly regarding teacher preparation and professional development. Ultimately, mathematical problem-solving remains a common challenge in middle school education, especially when disconnected from real-life situations or limited to repetitive exercises. Keywords: problem-based learning, active methodology, problem-solving, teaching, learning