Impact of problem-based learning on the interdisciplinary skills of upper secondary school mathematics students

This study explores the impact of problem-based learning methodology on high school students. To do so, an activity based on the logistic function was designed, connecting learning with real and contextualized problems. The research involved 42 students from the scientific-technological and social sciences (SS) specializations. A mixed questionnaire was used, consisting of 26 closed Likert-type questions, which measured the impact of the problem, the methodology, its practical application, and the students’ awareness, along with 3 open-ended questions that provided a more comprehensive view of the students’ perceptions. Positive results were obtained in both groups, with averages ranging from 3 to 5 in all measurable items, though the effects were more moderate in the SS group. The results suggest that PBL enhances motivation and learning in mathematics and strengthens the value of this discipline, although its implementation should be adapted to the context and specific needs of the students.