Effectiveness of Problem-Based Learning to Develop Mathematical Competencies at the Postgraduate Level

The objective of the article is to determine the effectiveness of PBL to develop the mathematical competencies of postgraduate students. The methodology used was quantitative with a correlational scope. The study participants were a total of 29 postgraduate students in administration. The instrument used was the questionnaire to obtain information on the effectiveness of PBL. The data were organized with the SPSS 25 statistical program that allowed us to calculate: descriptive statistics such as the mean (M) and standard deviation (SD), the Shapiro-Wilks test and Pearson correlations (r) with a level of significance (p) of 0.05. The main results are: The significant direct associations were greater satisfaction regarding the use of technology (r = 0.789, p = 0.00); with their academic performance (r = 0.854, p = 0.00); promote collaborative work (r = 0.811, p = 0.00); encourage mathematical learning (r= 0.791, p = 0.00); analyze and discuss the contents through problems (r = 0.825, p =0.00).