Mathematical modeling of environmental phenomena as a strategy for meaningful learning in Early Childhood, Basic, and High School Education
DOI:
https://doi.org/10.71112/gzahgk97Keywords:
mathematical modeling, meaningful learning, public education, teaching strategies, teacher trainingAbstract
This study analyzes the implementation of mathematical modeling of real-world phenomena as a strategy to promote meaningful learning in Early Childhood, Basic, and High School levels of Ecuadorian public institutions. A mixed-methods, descriptive, and correlational design was applied, using questionnaires and interviews with teachers and students to identify perceptions, practices, and outcomes related to the use of modeling. The findings reveal that this methodology enhances conceptual understanding, motivation, and active student participation by linking mathematical content to real-life contexts. Likewise, limitations were observed regarding the lack of teacher training and didactic resources. Qualitative results highlight the pedagogical value of modeling as a tool for critical reasoning and the transfer of knowledge to everyday situations. It is concluded that mathematical modeling represents an innovative and inclusive pedagogical approach that fosters the development of cognitive and socio-emotional skills, thereby strengthening educational quality within Ecuador’s public education system.
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