PROBLEM-SOLVING TO STRENGTHEN NUMERICAL THINKING IN PRIMARY EDUCATION (THIRD GRADE)
Roberto Carlos Torres Peña, Darwin Peña González, Edwan Anderson Ariza · Journal of Southwest Jiaotong University · 2024
This paper presents an innovative educational intervention aimed at enhancing numerical thinking in mathematics education through problem-solving. This study is grounded in the problem-solving framework established by Pólya in 1985, emphasizing a qualitative, descriptive approach to develop and evaluate a didactic unit. By proposing six activities designed to assess students’ competency levels, the research methodologically leverages problem formulation and solving as both a learning and evaluative tool. The results indicate a significant improvement in students’ mathematical competencies, demonstrating enhanced problem-solving performance and a positive impact on educational quality within the mathematics domains. The application of this intervention extends to mathematics education, suggesting a replicable model for cultivating numerical thinking and problem-solving skills across various educational settings. The conclusions underscore the effectiveness of integrating Pólya’s problem-solving steps into educational practices, offering a novel contribution to pedagogical strategies in mathematics education. The scientific novelty of this work lies in its methodological approach, which combines qualitative analysis with practical application to foster a deeper understanding and proficiency in mathematical problem-solving, thereby suggesting a scalable and impactful avenue for enhancing the quality of mathematical education.