Problem-Based Learning Mediated by Technology to Enhance Logical-Mathematical Tinquen in Basic Education

Abstract

This study analyzes the impact of Problem-Based Learning (ABP) mediated by technology for the development of logical-mathematical thinking in elementary education students. In the study, a convergent-parallel mixed-methods approach was employed, using surveys administered to students and semi-structured interviews with mathematics teachers for data collection. The findings reveal that traditional teaching practices still prevail, characterized by memorization, repetitive exercises, limited teacher training, and insufficient technological and physical infrastructure to support technology-mediated PBL. These factors restrict students’ logical reasoning and the transfer of learning, as most reported that mathematics classes are limited to copying exercises from textbooks or notebooks, with no frequent use of technological resources. The study concludes that the target population requires training in the implementation of this active methodology mediated by technology, as it constitutes a relevant pedagogical strategy to foster logical-mathematical thinking. It is recommended to improve access to both didactic and technological resources.