Resolución de problemas contextualizado mediante modelación matemática ;efectos en el pensamiento crítico y la transferencia cognitiva.

We evaluated the effect of a classroom intervention grounded in contextual problem solving through mathematical modeling on critical thinking and cognitive transfer among lower‑secondary students in Nueva Loja, Ecuador. A quasi‑experimental pretest–posttest design with a comparison group was implemented over eight weeks, using authentic local scenarios (logistics, streamflow, costs) and explicit scaffolds for representation and validation. Results indicate significant gains in critical thinking and both near and far transfer, with small‑to‑moderate effect sizes after covariate adjustment. Modeling quality (R‑MM rubric) correlated positively with critical‑thinking performance, suggesting that articulating assumptions and validating models strengthens critical judgement. Public INEVAL microdata and reports (Ser Estudiante 2018–2019, Amazonía) were used to contextualize and benchmark the classroom outcomes against subnational distributions. The study aligns with the PISA 2022 framework and editorial standards (COPE) and provides reproducible materials (rubrics, instruments, scripts) to facilitate scaling across Ecuador’s northern Amazon