Mathematical thinking and decision making

Abstract

This study analyzes the relationship between mathematical thinking and decision-making in the educational context, based on a systematic review of the scientific literature published between 2015 and 2025. The research was developed under a qualitative approach and followed the guidelines of the PRISMA 2020 model for the identification, selection, evaluation and synthesis of the included studies. Academic databases such as Scielo, Redalyc, Dialnet, Google Scholar and ScienceDirect were consulted, initially obtaining 85 investigations, of which 7 articles that met the established inclusion criteria were selected. The results show that mathematical thinking transcends the domain of numerical operations, by strengthening cognitive skills such as logical reasoning, argumentation, problem solving, information analysis and the evaluation of alternatives. Likewise, it was identified that these capacities contribute to the development of more reflective, critical and informed decisions in different academic and social contexts. The review also allowed us to recognize that the relationship between mathematical thinking and decision-making depends on the pedagogical approach applied, especially on the use of contextualized problems and strategies oriented to analysis and reflection. It is concluded that mathematical thinking is an essential training tool to promote autonomous, critical students capable of acting based on evidence, strengthening not only academic learning, but also responsible participation in society.