Enhancing critical thinking in university mathematics courses through project-based learning: A mapping review

Active learning methodologies have gained prominence in university mathematics education, with project-based learning (PjBL) standing out for its ability to foster critical thinking. This study conducted a mapping review to visualize from literature those specific PjBL strategies are most effective in fostering critical thinking in university mathematics courses. A total of 170 peer-reviewed articles were selected from Scopus and ERIC, based on inclusion criteria that considered studies published in English and Spanish. The review followed three stages: (1) Keyword co-occurrence analysis using VOSviewer to visualize research trends, (2) Description of strategies of PjBL strategies implemented in the selected studies, and (3) Identification of evaluation of effectiveness through validated assessment instruments and exploratory factor analysis. The results revealed a triangular relationship among critical thinking, mathematics, and PjBL, where key strategies (such as problem-solving in groups, guided reflection, constructive feedback, and self-assessment) enhance active learning and facilitate knowledge transfer to real-world context. The integration of these strategies with continuous assessment and validated tools was found to strengthen critical thinking development. Additionally, the study highlighted the importance of designing contextualized projects aligned with students´ interests to improve motivation and knowledge retention. However, challenges such as teacher training, curricular adjustments, and institutional resistance to innovative methodologies persist. The study concludes that the effective implementation of PjBL requires structured planning, curricular integration, and ongoing formative assessment to maximize its impact on mathematics education and adequately prepare students to tackle complex real-world problems in their professional careers.