Student-Centered Teaching Approaches in University Mathematics, Statistics, and Physics
DOI:
https://doi.org/10.63969/kxhs5443Keywords:
higher education, student-centered learning, university teaching, mathematics education, educational innovationAbstract
The teaching of mathematics, statistics, and physics in higher education represents a significant challenge due to the abstract nature of their content and the high cognitive demands placed on students. Traditionally, these subjects have been taught using teacher-centered approaches that limit active student participation and hinder meaningful learning. In this context, this study aims to analyze student-centered university didactics as a strategy to improve teaching and learning processes in these disciplines. The research was conducted using a qualitative approach through a narrative review of scientific literature from databases such as Scopus and Web of Science. The findings indicate that the implementation of active methodologies, the use of digital technologies, and the integration of andragogical principles enhance student motivation, engagement, and the development of higher-order cognitive skills. It is concluded that student-centered didactics constitute an effective approach to transforming higher education and improving academic performance in complex subjects.
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Copyright (c) 2026 María Gabriela Zambrano Álvarez, Andrea Carolina Benítez Barro, José Aníbal Angulo De León, Erick Daniel Rivera Quiñonez (Autor/a)
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