Mathematical Financial Problem Solving for Saber Test in Rural Multigrade Contexts

Abstract

Solving financial math problems is a key skill for developing critical thinking in secondary school students, especially in rural areas with educational challenges (Tavera Cardona, 2021). The SABER Tests reveal notable differences between urban and rural performance in these competencies (ICFES, 2023), which limits the academic and employment opportunities of rural youth (Valencia Estupiñan et al., 2024).
Objectives: To evaluate the effectiveness of a teaching sequence based on Pólya's method for solving financial math problems similar to those on the SABER Test in students in multi-grade rural classrooms.
To measure the impact of a teaching sequence with financial problems similar to those on the SABER Test on the academic performance of students in multi-grade rural classrooms. To analyze how the implementation of Pólya's method contributes to the development of specific mathematical skills in solving financial problems. To identify the contextual factors of the rural environment that influence the learning of financial mathematics and its application in everyday situations. Methodology: The study involved 29 students (24 eighth graders and 5 ninth graders) from the Encimadas Educational Institution (Samaná, Caldas), using a quasi-experimental mixed-methods design with pre- and post-intervention assessments. For four months, Pólya's method was combined with play-based activities adapted to rural financial situations, such as crop management and family savings (Cuello Alean et al., 2020). Assessments were based on the ICFES model, classroom observations were conducted, and student work was analyzed using specialized rubrics.
Results: At the beginning of the study, 45% of the students had difficulty understanding financial statements (average score of 2.8/5.0), consistent with previous findings (Patiño Contreras et al., 2021). Following the intervention, significant improvements were observed (p < 0.05): 68% of students progressed on the ICFES scale, excelling in numerical reasoning (χ² = 5.41) and practical financial applications. However, challenges remained: only 32% were able to justify their mathematical procedures, and many still struggled to connect abstract concepts to real-world situations.
Conclusions: Integrating Pólya's method with financial problems adapted to the rural context proved effective when: 1) the content is linked to the local economy; 2) playful strategies with personalized support are used; and 3) financial vocabulary is reinforced. These results support the need to transform rural teaching practices through active methodologies (Tavera Cardona, 2021) that connect mathematics to everyday life.
Contribution/Originality: This study offers concrete strategies to reduce gaps in financial mathematics in rural multi-grade classrooms. Adapting Pólya's method to local financial contexts is a replicable innovation. Furthermore, it proposes a model that integrates formative assessment with preparation for standardized tests, uniting approaches that were previously perceived as opposing in rural education.