Diseño didáctico para desarrollar el pensamiento matemático. Mas allá del algoritmo en telesecundaria

This article presents an educational research project focused on the design, implementation, and evaluation of didactic plans aimed at developing mathematical thinking in telesecondary students. The proposal is based on a theoretical approach that recognizes three essential dimensions of mathematical thinking: logical-deductive reasoning, heuristics, and metacognition. Methodologically, a design-based research approach is adopted, which allows for the iteration, evaluation, and improvement of planning prototypes based on evidence of their application in the classroom. The analysis of results reveals significant progress in task structuring, the inclusion of argumentation moments, and improved understanding of mathematical concepts through contextualized situations. Likewise, a more intentional use of strategies such as graphical representation, modification of initial conditions, and the use of checklists to foster metacognitive control is observed. The conclusions highlight the importance of designing authentic tasks, promoting mathematical dialogue, and considering assessment as an integral part of the learning process.