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Enhancing Numerical Thinking Through Problem Solving: A Teaching Experience for Third-Grade Mathematics

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Veröffentlicht in:Education Sciences vol. 15, no. 6 (2025), p. 667-694
1. Verfasser: Torres-Peña, Roberto Carlos
Weitere Verfasser: Peña-González Darwin, Lara-Orozco, Jorge Luis, Ariza Edwan Anderson, Vergara, Diego
Veröffentlicht:
MDPI AG
Schlagworte:
Organization for Economic Cooperation & Development
Colombia
Problem solving
Pedagogy
Students
Collaboration
Teaching methods
Mathematics education
Mathematical problems
Cognition & reasoning
Educational objectives
Didacticism
Critical thinking
Problem based learning
Qualitative research
Retention (Psychology)
Elementary School Mathematics
Mathematics Skills
Competence
Educational Research
Learning Processes
Direct Instruction
Cognitive Processes
Diagnostic Tests
International Assessment
Cooperative Learning
Mathematics Activities
Elementary School Students
Educational Assessment
Outcomes of Education
Mathematical Concepts
Learner Engagement
Educational Facilities Improvement
Educational Needs
Cognitive Development
Educational Strategies
Grade 3
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Abstract:This study introduces a comprehensive educational intervention designed to strengthen numerical thinking in third-grade mathematics education through problem-solving. Anchored in Pólya’s problem-solving framework, this research employs a qualitative, descriptive methodology to design and assess a didactic unit. The intervention comprises six structured activities aimed at evaluating and enhancing students’ competencies in numerical thinking and problem-solving. This study’s findings reveal a marked improvement in students’ mathematical abilities, particularly in applying problem-solving techniques to various mathematical contexts. This progress highlights the intervention’s effectiveness in fostering critical thinking and boosting educational outcomes in mathematics. The proposed model demonstrates versatility, offering a scalable approach for enhancing mathematical competencies in diverse educational environments. By integrating Pólya’s systematic steps into instructional practices, this research contributes significantly to pedagogical strategies in mathematics. The innovative use of problem-solving as a learning and evaluation tool not only bridges theoretical and practical knowledge, but also provides a replicable framework for advancing numerical thinking. The methodological approach, which combines qualitative analysis with tangible classroom applications, underscores the potential for transforming mathematics education and improving students’ engagement and proficiency in the subject.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15060667
Quelle:Education Database