IMPACT OF MATHEMATICAL MODELING ON PROBLEM SOLVING IN THE ENVIRONMENT OF SECONDARY SCHOOL STUDENTS

Abstract

Currently, there is a significant gap in secondary mathematics education between theoretical curricula and classroom practice, which leads to student apathy and the perception of the subject as a set of abstract and disconnected algorithms. This essay analyzes the impact of mathematical modeling as a strategic pedagogical tool for bridging this gap by linking mathematical concepts to real-world contexts. The study explores how modeling transforms students from passive recipients into active investigators capable of explaining social, natural, and technological phenomena. The findings indicate that mathematical modeling fosters higher-order competencies, such as critical thinking, logical reasoning, and functional mathematical literacy. By conceiving of mathematics as a descriptive and predictive language, rather than a tool for certification, students develop the ability to identify variables and make evidence-based decisions applicable to their daily lives and future projects. However, the study identifies critical barriers to its implementation, such as rigid curriculum structures, a persistent culture of rote memorization, and insufficient investment in teacher training and technological infrastructure, particularly in the colombian context. The essay concludes that the successful integration of modeling requires flexible curriculum restructuring, ongoing and context-specific teacher training, and improved access to digital tools In short, mathematical modeling is justified as an essential requirement for 21st-century education, as it promotes active citizenship and social transformation by enabling students to organize and interpret the complexities of their environment.