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The use of heuristic strategies in mathematical problem-solving is essential for strengthening skills such as analysis, comprehension, creativity, self-regulation, and motivation to learn. To this end, this study reviewed Latin American scientific publications from 2020 to 2025 to identify trends and relationships between cognitive, metacognitive, and didactic strategies applied to the comprehension and solving of mathematical problems in secondary school students.
Initially, 186 documents were identified in databases such as Dialnet, Redalyc, Scielo, Scopus, and Google Scholar, and the process was complemented with the use of artificial intelligence tools. After applying inclusion and exclusion criteria related to educational context, school level, language, and accessibility, 20 studies were selected.
The results show that teaching strategies are the most frequently addressed (45%), followed by cognitive strategies (30%), metacognitive strategies (20%), and general strategies (5%). The combination of these strategies significantly improves comprehension and problem-solving, while also fostering skills such as student autonomy.
In conclusion, the studies reviewed demonstrate that effectiveness in mathematical problem-solving arises from the articulation of heuristic strategies: Didactics as the teaching framework, Metacognition as the regulatory component, and Cognition as the execution tool. This integration underscores the importance of designing mathematics curricula that go beyond the simple use of formulas.
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