Active methodologies in secondary education: Impact on mathematics learning

Abstract

This study investigates the impact of active methodologies on mathematics learning in secondary education in Ecuador, using a mixed approach combining quantitative and qualitative methods. Surveys were administered to 300 students and 30 teachers, complemented with semi-structured interviews and focus groups. The results show that 80% of the students perceive a positive impact on their academic performance and a high motivation towards mathematics when using active methodologies such as Project Based Learning (PBL) and Inverted Classroom. Teachers also highlight improvements in student participation and the development of critical skills, such as problem solving and teamwork. However, significant challenges are identified, including resistance to change by some educators and lack of material resources. Additionally, some students express concern about the workload associated with group projects, highlighting the need to adequately manage the dynamics of teamwork. The findings suggest that while active methodologies are effective in improving learning, it is essential to provide ongoing training for teachers and ensure access to adequate resources.