Pedagogical transformation in the teaching of mathematics and physics in higher education: integration, challenges and opportunities of scientific computing
DOI:
https://doi.org/10.63688/czrqev25Keywords:
scientific computing, mathematics teaching, physics teaching, higher education, pedagogical transformationAbstract
Higher education is undergoing a process of renewal that demands moving beyond traditional practices used in teaching mathematics and physics. In this context, scientific computing offers resources such as simulations, programming languages, numerical methods, data modeling and visualization, which facilitate the understanding and application of complex content. The objective of this research was to analyze the integration of scientific computing into university teaching of both disciplines, considering its applications, challenges, and opportunities, as well as its contribution to pedagogical transformation and the development of scientific, digital, and cognitive competencies. Methodologically, a systematic literature review was conducted following the guidelines of the 2020 PRISMA statement, which allowed for the rigorous identification, selection, organization, and synthesis of the available evidence. The results showed that these tools brought theory closer to concrete situations, facilitated the understanding of abstract concepts, and promoted more active student participation. It was concluded that scientific computing strengthened logical reasoning, analysis and problem solving, favoring a more practical, dynamic teaching in line with the current needs of university education.
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Copyright (c) 2026 Clemente Aguilar Galicia, Olga Leyva Juárez Osorio (Autor/a)
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