Didactic And Methodological Strategies In Mathematics Education: A Systematic Review

Abstract

This article aims to review the didactic and methodological strategies that have been used in the teaching of mathematics from 2017 to date, emphasizing those that are implemented more frequently and that provide results in favor of significant learning of mathematics. For this, the study is framed in a qualitative approach, from an exploratory systematic review in the databases Dialnet, Google Scholar, and EBSCO. The results show a predominance of research in Colombia in primary and secondary education, which shows the implementation of various strategies such as games, cooperative learning, problem-based learning, project-based learning, the use of concrete material, and increasingly the use of digital tools. Gamification, the inverted classroom or Flipped Classroom, geometric software, and augmented reality have been of great importance, emphasizing teaching based on the context of the students and with real applications of mathematics. The results of this article can serve as input to retake contributions of successful results or some recommendations of didactic and methodological strategies used in the analyzed studies