Mathematical models as a strategy for developing algebraic thinking in university students

Abstract

This study analyzes the relationship between the use of mathematical models mediated by Scratch and the development of algebraic thinking among first-year Physics-Mathematics students at UNAN-Managua/CUR-Estelí. The research is based on a quantitative approach, employing a non-experimental, cross-sectional design with a descriptive-correlational scope. Instruments such as the Algebraic Competence Test (PCA), the Motivation Scale toward Algebra in Physics (EMAF), and the Modeling Processes Rubric (RPM) were administered to measure academic performance, abstraction, and motivation before and after the intervention. The descriptive results show a high level of algebraic performance and a favorable assessment of the use of mathematical models mediated by Scratch. It is concluded that mathematical modeling constitutes an effective teaching strategy that integrates theory with practice, strengthening logical reasoning and problem-solving. This study provides relevant empirical evidence for curricular innovation in the teaching of university algebra and offers a useful methodological foundation for future research in the field of mathematics education.