METHODS AND STRATEGIES OF TEACHING MATHEMATICS FOR THE IMPROVEMENT OF LEARNING IN SECONDARY EDUCATION

Abstract

The present study aims to analyze the impact of innovative strategies on teaching mathematics in secondary education, focusing on metacognition, gamification, mathematical modeling, and the use of digital games. To this end, a systematic literature review was conducted in academic databases such as Google Scholar, Dialnet, Redalyc, and SciELO, applying inclusion and exclusion criteria. Studies published between 2018 and 2024 that present empirical evidence on the implementation of these strategies in the classroom were considered, excluding those that did not address their effectiveness or that focused on other educational levels. Using a qualitative approach, the selected studies were analyzed to identify trends, challenges, and benefits in the application of these methodologies. The results indicate that metacognition strengthens self-regulation of learning and improves performance in mathematical problem-solving. Gamification and digital games increase student motivation and engagement, although their impact depends on access to technological infrastructure and teacher training for their implementation. Mathematical modeling, for its part, facilitates the understanding of abstract concepts through its application in real-life contexts, but faces limitations due to resistance to methodological change in some institutions. These strategies have great potential to improve mathematics teaching, but their adoption requires overcoming institutional and methodological barriers. To achieve this, it is essential to strengthen teacher training, invest in equipment and networks that facilitate access to technological resources in diverse educational contexts, and develop assessment tools that measure their long-term impact on learning.