Design Thinking as a pedagogical methodology for developing critical thinking in the learning of mathematics and experimental sciences
Keywords:
educational innovation, pedagogical prototyping, learning technologies, challenge-based learning, teaching creativityAbstract
This article analyzes how Design Thinking, understood as a user-centered teaching methodology, facilitates the learning of mathematics and experimental sciences to strengthen students' critical thinking. The general objective was to analyze how this methodology contributes to reasoning competences within technology-mediated educational settings. A synthetic-hermeneutic method was applied through the review and interpretive analysis of studies published between 2020 and 2024 in indexed academic databases, organized through mind maps and tree diagrams. The results show that Design Thinking is structured around five iterative phases -empathize, define, ideate, prototype, and test- that allow teachers to design learning experiences adapted to students' cognitive needs. Likewise, technological tools such as GeoGebra, Symbolab, Moodle, and Kahoot were identified as facilitators of the practical application of this methodology in the teaching of mathematical concepts. Findings suggest that the implementation of Design Thinking increases motivation, creativity, and academic performance among students, although limitations remain regarding technological availability and teacher training.
References
Alvao, L., Quintero, J., y Ramírez, A. (2020). Captura la idea: Actividad lúdica para la enseñanza y fortalecimiento del pensamiento de diseño. I+D Revista de Investigaciones, 16(1), 28-44. https://doi.org/10.33304/revinv.v16n1-2021003
Cui, Z., Ng, O., y Jong, M. S.-Y. (2023). Integration of computational thinking with mathematical problem-based learning: Insights on affordances for learning. Educational Technology & Society, 26(2), 131-146. https://doi.org/10.30191/ETS.202304_26(2).0010
Fowler, S., Cutting, C., y Fiedler, S. H. (2023). Design-based research in mathematics education: Trends, challenges and potential. Mathematics Education Research Journal, 35, 635-658. https://doi.org/10.1007/s13394-021-00407-5
Guaman-Quintanilla, S., Everaert, P., Chiluiza, K., y Valcke, M. (2022). Impact of design thinking in higher education: A multi-actor perspective on problem solving and creativity. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-021-09724-z
Kozik, V., Sofilkanych, M., Bilozub, L., Korsunskyi, V., y Babii, N. (2022). Problems and prospects of the development of creative design thinking of higher education students in the conditions of digitalization. Revista Eduweb, 16(2), 134-145. https://doi.org/10.46502/issn.1856-7576/2022.16.02.9
Latorre, C., Vázquez, S., Rodríguez, A., y Liesa, M. (2020). Design thinking: creatividad y pensamiento crítico en la universidad. Revista Electrónica de Investigación Educativa, 22(28), 1-13. https://doi.org/10.24320/redie.2020.22.e28.2917
McLaughlin, J. E., Chen, E., Lake, D., Guo, W., Skywark, E. R., Chernik, A., y Liu, T. (2022). Design thinking teaching and learning in higher education: Experiences across four universities. PLOS ONE, 17(3), e0265902. https://doi.org/10.1371/journal.pone.0265902
Mount, M., Round, H., y Pitsis, T. (2020). Design thinking inspired crowdsourcing: Toward a generative model of complex problem solving. California Management Review, 62(3), 103-120. https://doi.org/10.1177/0008125620918626
Öztürk, A. (2021). Meeting the challenges of STEM education in K-12 education through design thinking. Design and Technology Education: An International Journal, 26(1), 70-88. https://files.eric.ed.gov/fulltext/EJ1299969.pdf
Pande, M., y Bharathi, S. V. (2020). Theoretical foundations of design thinking - A constructivism learning approach to design thinking. Thinking Skills and Creativity, 36. https://doi.org/10.1016/j.tsc.2020.100637
Romero Caballero, S., Canquiz Rincón, L., Rodríguez Toscano, A., Valencia Pérez, A., y Moreno Gómez, G. (2024). Challenge-based learning and design thinking in higher education: Institutional strategies for linking experiential learning, innovation, and academic performance. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2024.2326191
Shahrasbi, N., Jin, L., y Zheng, W. (2021). Design thinking and mobile app development: A teaching protocol. Journal of Information Systems Education, 32(2), 92-105. https://aisel.aisnet.org/jise/vol32/iss2/2/
Tsai, M.-F. (2021). Exploration of students' integrative skills developed in the design thinking of a psychology course. Thinking Skills and Creativity, 41, 100893. https://doi.org/10.1016/j.tsc.2021.100893
Yedra, R., Almeida, M., y Gómez, J. (2021). Design thinking de contenidos para dispositivos móviles para niños con síndrome de Down. Revista de Investigación en Educación, 19(2), 192-208. https://revistas.uvigo.es/index.php/reined/article/view/3675
Ziatdinov, R., y Valles, J. R. (2022). Synthesis of modeling, visualization, and programming in GeoGebra as an effective approach for teaching and learning STEM topics. Mathematics, 10(3), 398. https://doi.org/10.3390/math10030398
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Eddy Alexander Carrión Bravo (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
