SynthesisF1000Research2025
Mathematical Competencies and Critical Thinking in Secondary Education: A PRISMA-Based Systematic Review (2019-2025).
Synthesis in F1000Research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The integration of mathematical competencies and critical thinking in secondary education has become increasingly relevant to equip students with the ability to reason, argue, and solve complex real-world problems. Despite its recognized importance, this integration remains fragmented across curricula and inconsistently applied in classroom practice. Methods: A systematic review was conducted in accordance with PRISMA 2020 guidelines to analyze empirical evidence published between 2019 and 2025. Searches were performed in Scopus, Web of Science, SciELO, and Dialnet databases. Inclusion criteria focused on open-access, peer-reviewed studies in English or Spanish addressing the integration of mathematical competencies and critical thinking in secondary education. From 1,457 records initially retrieved, 24 empirical studies were selected for full analysis. Results: The studies reviewed indicate that mathematical competencies, defined as the ability to model, interpret, and solve problems through logical reasoning, are reinforced when integrated with critical thinking skills such as evaluation, argumentation, and evidence-based decision-making. Active methodologies, including Problem-Based Learning (PBL), Project-Based Learning (PjBL), STEM, and gamification, were identified as the most effective strategies to foster this integration. However, their implementation is often constrained by structural barriers such as limited teacher training, rigid curricula, and insufficient technological infrastructure. Conclusion: Integrative, student-centered approaches supported by active learning methodologies enhance higher-order cognitive development and prepare learners to meet the demands of 21st-century education. Future research should address methodological standardization, teacher preparation, and institutional conditions to ensure the sustainable and equitable implementation of these strategies.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.