Innovative pedagogical strategies for the development of mathematical skills in secondary education: a systematic review
Keywords:
Secondary education, teaching of the mathematics, active learning, educational innovation.Abstract
The study that is presented analyzes the scientific evidence about the effectiveness of the strategies pedagogic innovators in the development of mathematical competitions in students of secondary education. He/she is carried out a systematic revision of descriptive focus following limits PRISM. 35 quasi-experimental studies were included published between 2021 and 2025, indexados in Scopus, ERIC, Web of Science, Scielo and ProQuest. The studies compared strategies pedagogic innovators with traditional methods, and they evaluated cognitivos by means of tests of mathematical yield. The methodological quality was analyzed by means of clever of verification of the Joanna Briggs Institute. As a result, it is observed that, 85.7% reported favorable effects in mathematical competitions, 11.4% presented results intermediate and alone 2.9% unfavorable results. The most frequent strategies were the half-filled ones for resources estructurantes (40.0%), as digital platforms, mathematical software and visual representations, and the learning based on problems (37.1%), guided to the resolution of situations contextualizadas. The approached subject was mathematical general (54.3%), followed by geometry (28.6%). The results cognitivos evidenced significant improvements in mathematical yield, conceptual understanding, mathematical literacy, and resolution of problems, with sizes of the effect for the most part moderate to big. You conclude that the empiric evidence supports in a consistent way the effectiveness of the strategies pedagogic innovators for the development of mathematical competitions in secondary education, especially those half-filled ones for resources estructurantes and focuses based on problems, consolidating as superior alternatives to the traditional teaching.
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