Effects of challenge-based Learning on logical-mathematical thinking:
an analysis of previous research
Keywords:
education, innovation in education, learning, methodology, reasoningAbstract
Challenge-Based Learning (CBL) has become established as an active methodology capable of integrating real-world problems, technology, and collaboration, which has fueled growing interest in its potential to strengthen complex cognitive processes. Among these, logical-mathematical thinking stands out as a valuable competency in 21st-century scientific and civic education. However, the available evidence is scattered and presents heterogeneous methodological approaches, hindering an integrated understanding of its impact. The objective of this review was to systematically and critically analyze existing research on the effects of CBL on the development of logical-mathematical thinking, identifying theories, methodological strengths, and gaps in the literature. Methodologically, it consisted of a narrative review with systematic search criteria in various academic databases. Empirical and theoretical studies published in the last ten years that explicitly link CBL to the development of numerical skills were selected. Pedagogical approaches, methodological designs, cognitive indicators, and implementation contexts were evaluated. The results show that the aforementioned learning methodology helps in problem-solving, deductive reasoning, and cognitive transfer, especially when it incorporates collaborative work scenarios
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