Systematic Review in Solving Mathematical Problems

Mg. Henry Castillo  Lázaro; Mg. Ivan Alexander Morales  Terrones; Mg. Jacqueline Akemi Alvarado Lázaro; Dra. Teresita del Rosario Merino Salazar; Mg. Yovana Yaneth Abanto Cruz

doi:10.61707/zpa5az20

Authors

Mg. Henry Castillo Lázaro Faculty of Law and Humanities, César Vallejo University, Peru
Mg. Ivan Alexander Morales Terrones Faculty of Law and Humanities, César Vallejo University, Peru
Mg. Jacqueline Akemi Alvarado Lázaro Faculty of Law and Humanities, César Vallejo University, Peru,
Dra. Teresita del Rosario Merino Salazar Faculty of Law and Humanities, César Vallejo University, Peru
Mg. Yovana Yaneth Abanto Cruz Faculty of Law and Humanities, César Vallejo University, Peru,

DOI:

https://doi.org/10.61707/zpa5az20

Keywords:

Solving Mathematical Problems, Teaching Strategies, Mathematical Education.

Abstract

The ongoing challenges faced by mathematics students are highlighted through an analysis of the effectiveness of different teaching styles used worldwide. A systematic review of the literature selected nine articles from a total of 598 relevant articles using rigorous inclusion criteria and quantitative techniques. The results suggest that incorporating problem-solving skills into educational programs can significantly improve students' critical thinking and academic performance. Constructivist and sociocultural approaches, which promote collaboration, introspective practice, and participation, have been shown to be highly effective. The conclusion is that to foster a fruitful and meaningful learning environment and to enhance students' critical thinking and academic achievement in mathematics, a balanced teaching approach that combines direct instruction and independent learning is essential. This can be achieved through the use of technology and collaborative resources.