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Artículos de Revisión

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

La resolución de problemas de ecuaciones cuadráticas de alumnos ingresantes a una universidad

Problem Solving of Quadratic Equations among University Freshmen
Publicado
2026-10-21
Contexto: La resolución de problemas matemáticos desarrolla el pensamiento crítico, esencial para el éxito en la etapa inicial de ingreso a la universidad. Objetivo: Analizar las contribuciones científicas más relevantes del periodo 2020-2026 sobre la resolución de problemas cuadráticos en estudiantes de nuevo ingreso universitario. Método: Se desarrolló una revisión sistemática con PRISMA como guía de reporte, enfoque cualitativo, diseño descriptivo, análisis de contenido y una matriz de revisión bibliográfica como instrumento. Se identificaron 156 registros, se cribaron 94 y se excluyeron 46, se evaluaron 48 y se incluyeron 20 estudios indexados en Scopus y Web of Science. Resultados: El 35% de los estudios abordó errores y dificultades; el 30%, estrategias didácticas; el 20%, integración tecnológica; y el 15%, conocimiento docente. Conclusiones: La resolución de problemas de ecuaciones cuadráticas requiere articular la comprensión conceptual, la formación docente especializada y la integración tecnológica para favorecer el aprendizaje significativo en estudiantes universitarios de nuevo ingreso.
Context: Mathematical problem solving develops critical thinking, which is essential for success during the transition to university. Objective: To analyze the most relevant scientific contributions published between 2020 and 2026 on quadratic problem solving among students entering university. Methods: A systematic review used PRISMA as a reporting guideline, using a qualitative approach, a descriptive design, content analysis, and a literature review matrix as the data collection instrument. A total of 156 records were identified, 94 were screened and 46 were excluded, 48 were assessed, and 20 studies indexed in Scopus and Web of Science were included. Results: Of the included studies, 35% addressed errors and difficulties, 30% instructional strategies, 20% technology integration, and 15% teacher knowledge. Conclusions: Solving problems involving quadratic equations requires combining conceptual understanding, specialized teacher training, and technology integration to promote meaningful learning among students entering university.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

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