Incidencia del Aprendizaje Basado en Problemas (ABP) como estrategia didáctica en el desarrollo de competencias matemáticas para el estudio de funciones cuadráticas

Abstract

Abstract: This research aimed to analyze the impact of Problem-Based Learning (PBL) as a teaching strategy in the development of mathematical competencies for the study of quadratic functions in first-year high school science students at the Dr. Alfredo Pareja Diezcanseco Educational Unit. The methodological approach adopted was based on the positivist paradigm, with an explanatory scope and a quasi-experimental design, forming two groups: experimental and control. Based on the diagnosis of conceptual deficiencies, a teaching sequence was applied, demonstrating a significant improvement in academic performance. This was supported by an attitude survey with an 82.14% acceptance rate. In the five competencies analyzed, the experimental group outperformed the control group, with considerable differences only in understanding key concepts (16.07%) and problem-solving (21.43%). The non-parametric significance test (0.018) established that the means of the control post-test (6.33) and the experimental post-test (7.55) were significantly different. Based on these results, it was concluded that PBL has a positive impact on the development of mathematical skills, transforming learning into a more meaningful experience.