Estrategias para el desarrollo del pensamiento matemático en estudiantes de EGB superior del sector rural

Abstract

This research focuses on the development of mathematical thinking in students of Upper Basic General Education in rural areas through the implementation of adapted pedagogical strategies aligned with both the Ecuadorian curriculum and the PISA framework. The study begins with an analysis of the main difficulties students face in mathematics, summarized in a Top 20 list of critical topics, which are then linked to performance based competencies defined by the Ministry of Education. Based on this diagnosis, a differentiated didactic intervention is proposed across six classrooms in two rural institutions, employing methodologies such as game-based learning, escape rooms, problem-based learning, project-based learning, and practical simulations. The study adopts a mixed-methods approach, combining qualitative and quantitative techniques to evaluate students’ perception, understanding, and progress. Additionally, it takes into account the specific characteristics of rural contexts such as limited resources, cultural diversity, and technological gaps, to ensure that the strategies are relevant, meaningful, and sustainable. Results are interpreted from a reflective and formative perspective, prioritizing active student participation and the contextualization of learning. This proposal aims to contribute to improving educational quality in vulnerable environments by offering a viable methodological alternative that fosters lasting and applicable learning in everyday life.