Development of critical thinking through problem solving in mathematics. Desarrollo del pensamiento crítico a través de la resolución de problemas en matemáticas

Abstract

The study explores how the execution of mathematical problems can contribute to improve critical thinking in middle and high school students. Qualitative methodology was used, classroom observations, semi-structured interviews and portfolio analysis were conducted to understand the skills used by students when solving mathematical problems. Aspects assessed included critical deduction, hypothesis formulation and resolution making. The findings reveal that only 22% of students were able to accomplish adequate critical analysis, while none were able to formulate coherent hypotheses or make informed decisions. This suggests a significant deficiency in the ability to apply these concepts, which could be related to a pedagogical approach that prioritizes memorization over conceptual understanding and practical application of mathematical knowledge. The research concludes that it is necessary to implement methodologies that encourage deep analysis and critical reflection in the learning of
419
mathematics. These would not only improve academic performance but would also more effectively prepare students to face the challenges of a constantly evolving and increasingly technologically focused mode.