The formation of students is integral to education. Strengthening critical thinking and reasoning are essential for the professionals that today’s world needs. For this reason, the authors of this article applied Pólya’s methodology, an initiative based on observing students’ difficulties when facing mathematical problems. The present study is part of the qualitative and quantitative research paradigm and the action research methodology. In this study, the inquiry process was inductive, the sample is non-probabilistic, and the data interpretation strategy is descriptive. As a case study, six students were enrolled onto a differential equations course at the Universidad Autónoma de Bucaramanga. A didactic process was designed using information and communication technologies (ICTs) in five sequences that address first-order differential equation applications. As a result of the pedagogical intervention, problem-solving skills were strengthened. All this was based on asking the right questions, repeated reading, identifying and defining variables, mathematization, communication, and decomposing the problem into subproblems. This research study seeks to set a precedent in the Latin American region that will be the basis for future studies.

This study aims to evaluate the impact of a didactic strategy that incorporates generative artificial intelligence (AI) into music education, supporting oral language development in preschool children and promoting inclusive and sustainable early childhood learning. Using an action-research approach, a mixed-methods design was applied to assess the performance of 15 children aged 3 to 6 years, divided into experimental and control groups. The experimental group participated in AI-supported activities using tools such as Genially, Educaplay, and Wordwall, whereas the control group employed traditional methods. Quantitative data from pre-and post-tests, as well as qualitative observations, revealed that AI-enhanced sessions improved motivation, pronunciation, and engagement, particularly among children aged 5 and 6 years old. Although statistical tests showed no significant differences between groups, the intervention demonstrated pedagogical effectiveness by increasing interest and participation. The novelty of this work lies in applying generative AI in early music education to personalize learning and reduce inequality, aligning with several Sustainable Development Goals (SDGs 3, 4, 9, and 10). The findings offer valuable insights into designing inclusive educational experiences through the integration of ICT and AI, highlighting the need to enhance teacher training in emerging digital pedagogies and promote accessible music-based learning in diverse educational settings.

This paper presents the results of research conducted in a classroom setting with eighth-grade students in a public school in Argentina. The experience aimed, within the framework of an algebra course, to introduce the design and results of the implementation of a didactic proposal designed to establish relationships between expressions of the form ax2+by+cx+ay+exy+f, with a, b ∈ N and c, d, e, f ∈ Z, as a product of factors through the virtual manipulative Mathigon. The evidence collected leads to the identification that algebraic work using virtual manipulatives allows students to give a different meaning to mathematics, explore various forms of representation, and construct their own knowledge.