Implementing interactive digital environments to enhance algebra learning in high school students: an innovative approach to problem-solving and critical thinking

Abstract

This study focuses on the use of digital interactives aimed at developing critical thinking as a pedagogical strategy for algebra learning among secondary education students, with an emphasis on complex problem solving. This hybrid research comprises a quantitative component analyzing standardized test results and a qualitative component centered on interviews and focus groups. Based on the group design, the quantitative sample consisted of 120 second-year high school students from urban public education institutions, divided into experimental and control groups. Findings derived from the tests and the evaluation of interactive software tools indicate that the use of iconic tools (narrative, visual, and algebraic simulations) significantly enhances the elicitation of higher-order thinking skills, improving both learning outcomes and conceptual understanding. Furthermore, there was a notable improvement in self-regulation and argumentation skills among students using the digital environment. Qualitative data also revealed that students in the digital setting reported higher levels of motivation and participation, perceiving algebra as more applicable to real-life problem solving. This work seeks to contribute to systemic educational transformation by proposing an innovative, replicable student-centered educational model. It draws on socioconstructivist theories and critical technology approaches. Moreover, it provides empirical evidence of the positive impact of digital environments on the learning of abstract content. It highlights the potential of such tools to reduce educational disparities and foster key 21st-century competencies. Finally, it underscores the lack of integration of these initiatives into public education policies and stresses the need to promote a critical, contextualized, and technology-mediated mathematical literacy..