Metodologías activas en la enseñanza de la matemática en Ecuador: revisión sistemática de literatura y diseño de una propuesta didáctica innovadora para la EGB-Media

Abstract

Abstract: This research addressed the challenges of mathematics teaching and learning in Ecuador through a Systematic Literature Review (SLR) using the PRISMA methodology, based on studies published between 2010 and 2025. PISA assessment results released by INEVAL (2025) reveal low performance in mathematics, with a national average of 683 out of 1000 points in EGB Media. This outcome is linked to limited logical reasoning (Mendoza Moreira & Franco Zambrano, 2024), largely due to the prevalence of rote-learning methods and limited access to ICT tools. To address this issue, the SLR identified studies reporting academic improvements through the application of active methodologies and technological tools adapted to students content and contexts. These improvements are reflected in the development of critical thinking, problem-solving skills, motivation, and overall academic performance (Bone & Ortiz Aguilar, 2024; Brito Molina & Tola Delgado, 2017; Cevallos et al., 2024; Estrada Fernández et al., 2024). In response, the proposal recommends the use of teaching guides with gamified digital tools to support teachers from registration through the implementation of contextualized activities.