Impact of Problem-Solving Based on Real Contexts on the Acquisition of Mathematical Skills in Elementary Students

Abstract

This article analyzed the impact of solving mathematical problems in real contexts on the development of skills in primary school students, in the face of low mathematical performance in Latin America, especially in Ecuador. The objective was to identify methodological approaches, enhanced skills and types of contexts that are more effective, highlighting the need to transform traditional teaching into a more meaningful and contextualized one. A bibliographic review with a descriptive approach was used, following the PRISMA protocol to guarantee rigor and transparency. 16 scientific articles published between 2020 and 2025 in databases such as ERIC, Scielo, RedALyC, Dialnet and Google Scholar were selected, applying specific inclusion and exclusion criteria.The results showed that innovative student-centred methodologies were used, such as the use of ICT, the Singapore method and problem-based learning. These strategies, by integrating real-world contexts, strengthened key skills such as problem-solving, logical reasoning, and mathematical communication. In addition, it was identified that school, family, community, and work contexts facilitated a better connection of the student with the content, promoting more meaningful learning. As a general recommendation, it is suggested that educational institutions systematically integrate real contexts in the teaching of mathematics to promote a more active, contextualized and oriented education for the development of life skills.