Enhancing Numerical Thinking Through Problem Solving: A Teaching Experience for Third-Grade Mathematics
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| Udgivet i: | Education Sciences vol. 15, no. 6 (2025), p. 667-694 |
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| Hovedforfatter: | |
| Andre forfattere: | , , , |
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MDPI AG
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| Online adgang: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15060667 |2 doi | |
| 035 | |a 3223902523 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Torres-Peña, Roberto Carlos |u Facultad de Educación, Universidad del Magdalena, Santa Marta 470004, Colombia; rtorres@unimagdalena.edu.co (R.C.T.-P.); ddpenag@unimagdalena.edu.co (D.P.-G.); jlara@unimagdalena.edu.co (J.L.L.-O.) | |
| 245 | 1 | |a Enhancing Numerical Thinking Through Problem Solving: A Teaching Experience for Third-Grade Mathematics | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 610 | 4 | |a Organization for Economic Cooperation & Development | |
| 651 | 4 | |a Colombia | |
| 653 | |a Problem solving | ||
| 653 | |a Pedagogy | ||
| 653 | |a Students | ||
| 653 | |a Collaboration | ||
| 653 | |a Teaching methods | ||
| 653 | |a Mathematics education | ||
| 653 | |a Mathematical problems | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Educational objectives | ||
| 653 | |a Didacticism | ||
| 653 | |a Critical thinking | ||
| 653 | |a Problem based learning | ||
| 653 | |a Qualitative research | ||
| 653 | |a Retention (Psychology) | ||
| 653 | |a Elementary School Mathematics | ||
| 653 | |a Mathematics Skills | ||
| 653 | |a Competence | ||
| 653 | |a Educational Research | ||
| 653 | |a Learning Processes | ||
| 653 | |a Direct Instruction | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Diagnostic Tests | ||
| 653 | |a International Assessment | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Mathematics Activities | ||
| 653 | |a Elementary School Students | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Mathematical Concepts | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Educational Needs | ||
| 653 | |a Cognitive Development | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Grade 3 | ||
| 700 | 1 | |a Peña-González Darwin |u Facultad de Educación, Universidad del Magdalena, Santa Marta 470004, Colombia; rtorres@unimagdalena.edu.co (R.C.T.-P.); ddpenag@unimagdalena.edu.co (D.P.-G.); jlara@unimagdalena.edu.co (J.L.L.-O.) | |
| 700 | 1 | |a Lara-Orozco, Jorge Luis |u Facultad de Educación, Universidad del Magdalena, Santa Marta 470004, Colombia; rtorres@unimagdalena.edu.co (R.C.T.-P.); ddpenag@unimagdalena.edu.co (D.P.-G.); jlara@unimagdalena.edu.co (J.L.L.-O.) | |
| 700 | 1 | |a Ariza Edwan Anderson |u Facultad de Ingeniería, Universidad del Magdalena, Santa Marta 470004, Colombia; earizaec@unimagdalena.edu.co | |
| 700 | 1 | |a Vergara, Diego |u Technology, Instruction and Design in Engineering and Education Research Group (TiDEE.rg), Catholic University of Ávila, 05005 Ávila, Spain | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 6 (2025), p. 667-694 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3223902523/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3223902523/fulltextwithgraphics/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3223902523/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |