Revisión sistemática del Aprendizaje Basado en Problemas en la enseñanza de la matemática: un análisis con la metodología PRISMA

Emilse Paquita Camacho; Mario Cueva Almeida; Narcisa Marisol Sarmiento; John Edwin Zhumi

doi:10.70577/ASCE/401.425/2025

Authors

Emilse Paquita Camacho Pontificia Universidad Católica del Ecuador https://orcid.org/0000-0001-6348-5285
Mario Cueva Almeida Pontificia Universidad Católica del Ecuador https://orcid.org/0009-0005-9731-005X
Narcisa Marisol Sarmiento Pontificia Universidad Católica del Ecuador https://orcid.org/0009-0000-9491-8215
John Edwin Zhumi Pontificia Universidad Católica del Ecuador https://orcid.org/0009-0002-2546-9609

DOI:

https://doi.org/10.70577/ASCE/401.425/2025

Keywords:

Problem-Based Learning, mathematics education, systematic review, PRISMA methodology.

Abstract

This study aims to systematize the application of Problem-Based Learning (PBL) in the context of mathematics education. Through a systematic review following the PRISMA 2020 methodology, 23 studies were analyzed that document the implementation of PBL at different educational levels and mathematical areas. The results reveal a predominance of the constructivist approach and a primarily cognitive purpose, focused on the development of critical thinking skills, problem-solving, and conceptual understanding. The review also identifies the most frequent pedagogical models, the educational level where PBL is applied, and the thematic areas addressed, providing evidence of its effectiveness and proposing recommendations for its implementation in real educational contexts.

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