中学教育中的数学能力和批判性思维:基于PRISMA的系统审查 (2019-2025)
Nevy Alvarez-Tinajero1, Andrea Basantes-Andrade2, Orlando Ayala-Vásquez1
1Grupo de Investigación, Educación, Ciencia y Tecnología GIECYT, Universidad Tecnica del Norte, Ibarra, Imbabura Province, 100105, Ecuador.
F1000Research
|February 2, 2026
概括
在中学教育中整合数学能力和批判性思维是解决问题的关键. 像PBL和STEM这样的积极学习策略是有效的,但面临实施障碍,如教师培训和课程刚性.
科学领域:
- 教育教育教育教育教育教育.
- 认知科学 认知科学
- 课程开发 课程开发
背景情况:
- 数学能力和批判性思维的整合对于为中学学生提供必要的推理和解决问题的技能来应对现实世界的挑战至关重要.
- 尽管认识到其重要性,但这种整合在课程中往往是分散的,在教育实践中应用不一致.
研究的目的:
- 系统地审查关于数学能力和批判性思维在中学教育中的整合的经验证据.
- 确定有效的教学策略和实施障碍,以实现这种整合.
主要方法:
- 按照PRISMA 2020指南进行系统审查.
- 在Scopus,Web of Science,SciELO和Dialnet数据库中对2019年至2025年间发表的研究进行的搜索.
- 包括24个开放访问,同行评审的英语或西班牙语的实证研究.
主要成果:
- 数学能力在与批判性思维技能 (如评估和论证) 相结合时会得到增强.
- 积极的方法,如基于问题的学习 (PBL),基于项目的学习 (PjBL),STEM和游戏化,对于促进整合是有效的.
- 实施挑战包括教师培训有限,课程严格,技术基础设施不足等.
结论:
- 以学生为中心,使用主动学习的整合方法,增强21世纪需求的更高阶认知发展.
- 未来的研究应该侧重于标准化方法,提高教师准备,并解决可持续和公平实施的制度条件.
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