Development of socio-emotional skills through mathematics in high school students in Colombia

Abstract

This review article aims to analyze how mathematics teaching can contribute to the development of socio-emotional competencies in high school students in Colombia. Based on a systematic review of scientific literature published between 2015 and 2024 in databases such as Scopus, Redalyc, SciELO, and Dialnet, we examine pedagogical approaches, teaching strategies, and empirical results that articulate mathematics learning with the strengthening of skills such as emotional self-regulation, empathy, collaborative work, and conflict resolution. The relevance of this topic lies in the need to develop well-rounded students in an educational context that, in addition to technical knowledge, demands life skills. Significant experiences were identified that integrate active methodologies such as project-based learning, the STEAM approach, and gamification, which promote the development of reflective and critical thinking, as well as emotional management in the face of the cognitive challenges posed by mathematics. The results of the review allow us to conclude that mathematics, traditionally considered a rigorous and rational discipline, can be a powerful platform for integral human development, provided it is mediated with pedagogical intentionality. Lines of action are proposed for Colombian secondary school teachers to incorporate socioemotional strategies into their mathematics classes, thus promoting a more inclusive, meaningful, and student-centered education.Keywords: Socio-emotional competencies, mathematics teaching, secondary education, high school, Colombia, pedagogical strategies centered education.

Keywords: Socio-emotional competencies, Mathematics teaching, Secondary education, High school, Colombia, Pedagogical strategies