DOI:
https://doi.org/10.14483/23464712.24329Publicado:
2026-07-24Contribuciones de la interdisciplinariedad y las matemáticas en contextos educativos
Contributions of Interdisciplinarity and Mathematics in Educational Contexts
Contribuições da interdisciplinaridade e da matemática em contextos educacionais
Palabras clave:
Interdisciplinariedad, enseñanza de matemáticas, Resolución de problemas, pensamiento crítico, Formación docente (es).Palabras clave:
Interdisciplinary Learning, Mathematics Instruction, Problem Solving, Critical Thinking, Teacher Training (en).Palabras clave:
Interdisciplinaridade, Ensino de matemática, Resolução de problemas, Pensamento crítico, Formação de professores (pt).Descargas
Resumen (es)
El presente trabajo ofrece una reflexión documentada basada en una revisión y análisis crítico de la literatura sobre la enseñanza de las matemáticas con enfoques interdisciplinarios. La problemática radica en la persistente fragmentación entre las matemáticas y otras disciplinas, lo que limita el desarrollo de competencias integrales y la transferencia de conocimiento a contextos reales. El objetivo fue identificar fundamentos teóricos y experiencias que sustentan la enseñanza interdisciplinaria de las matemáticas, comparar la eficacia de las estrategias como el aprendizaje basado en problemas y en proyectos, y analizar los principales desafíos para su implementación. La metodología consistió en un análisis documental sistemático de revistas indexadas, informes de la Organización para la Cooperación y el Desarrollo Económicos (OCDE) y documentos de la Nueva Escuela Mexicana. Los hallazgos muestran un alto nivel de efectividad (76 %) de los enfoques interdisciplinarios, especialmente en el desarrollo de competencias como la creatividad, la resolución de problemas y la colaboración. Asimismo, se identificaron desafíos relacionados con la formación docente (50 %), la falta de infraestructura tecnológica (44 %) y la resistencia institucional (29 %). En conjunto, los resultados revelan que la interdisciplinariedad convierte a la matemática en un lenguaje integrador, capaz de articular saberes diversos, fomentar la investigación y apoyar la adquisición del aprendizaje. Finalmente, se proponen reflexiones orientadas a fortalecer la formación docente, la reducción de las brechas tecnológicas, y la consolidación de instrumentos que no sólo valoren el aprendizaje conceptual, sino también el impacto del pensamiento crítico, la creatividad y la colaboración.
Resumen (en)
This paper presents a document-based reflection based on a critical review of the literature on mathematics education through interdisciplinary approaches. The problem addressed is the persistent fragmentation between mathematics and other disciplines, which limits the development of comprehensive competencies and the transfer of knowledge to real-world contexts. The aim of this study was to identify the theoretical foundations and educational experiences that support interdisciplinary mathematics education, compare the effectiveness of strategies such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL), and analyze the main challenges associated with their implementation. The methodology consisted of a systematic documentary analysis of articles published in indexed journals, reports from the Organisation for Economic Co-operation and Development (OECD), and policy documents related to the New Mexican School. The findings reveal a high level of effectiveness (76%) of interdisciplinary approaches, particularly in fostering creativity, problem-solving, and collaboration. Likewise, challenges were identified regarding teacher education (50%), inadequate technological infrastructure (44%), and institutional resistance (29%). Overall, the results show that interdisciplinarity transforms mathematics into an integrative language capable of connecting diverse fields of knowledge, promoting inquiry, and fostering meaningful learning. Finally, the study offers reflections aimed at strengthening teacher education, reducing technological gaps, and consolidating assessment instruments that evaluate not only conceptual learning but also the development of critical thinking, creativity, and collaboration.
Resumen (pt)
O presente trabalho apresenta uma reflexão documental fundamentada em uma revisão e análise crítica da literatura sobre o ensino da Matemática sob enfoques interdisciplinares. A problemática abordada reside na persistente fragmentação entre a Matemática e outras disciplinas, o que limita o desenvolvimento de competências integrais e a transferência do conhecimento para contextos reais. O objetivo foi identificar os fundamentos teóricos e as experiências que sustentam o ensino interdisciplinar da Matemática, comparar a eficácia de estratégias como a Aprendizagem Baseada em Problemas e a Aprendizagem Baseada em Projetos, bem como analisar os principais desafios para sua implementação. A metodologia consistiu em uma análise documental sistemática de artigos publicados em periódicos indexados, relatórios da Organização para a Cooperação e Desenvolvimento Econômico (OCDE) e documentos da Nova Escola Mexicana. Os resultados evidenciam um elevado nível de efetividade (76%) das abordagens interdisciplinares, especialmente no desenvolvimento da criatividade, da resolução de problemas e da colaboração. Da mesma forma, foram identificados desafios relacionados à formação de professores (50%), à insuficiência de infraestrutura tecnológica (44%) e à resistência institucional (29%). Em conjunto, as evidências demonstram que a interdisciplinaridade transforma a Matemática em uma linguagem integradora, capaz de articular diferentes campos do conhecimento, promover a investigação e favorecer a aprendizagem significativa. Por fim, apresentam-se reflexões voltadas ao fortalecimento da formação docente, à redução das desigualdades tecnológicas e à consolidação de estratégias e instrumentos de avaliação que valorizem não apenas a aprendizagem conceitual, mas também o desenvolvimento do pensamento crítico, da criatividade e da colaboração.
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