Análisis cualitativo de la ecuación logística en Educación Matemática

Introduction.University-level mathematics education has had to transform its teaching and learning methods to engage with both academic content and knowledge transmission, as well as the holistic development of individuals, to address contemporary societal issues. The logistic equation enables the modeling of various phenomena across multiple scientific fields and contributes to resolving these issues. Given its broad applicability across scientific fields, this study proposes the need to present a broad and detailed overview of the logistic equation, especially in the context of mathematics teaching and learning, since, in the school settings, some students experience difficulties in understanding it. Objective. This study aims to present a systematic review of research conducted on the logistic equation within the field of mathematics education. Analysis. The review covers studies published between 2000 and 2022 that examine the use of logistics equation in educational contexts. Methodology. Kuckartz’s qualitative text analysis method was employed for data collection and analysis. This method consists of five phases: 1) data preparation, 2) category construction, 3) data coding, 4) analysis of coded data and 5) presentation of results. Results. The main difficulties related to the logistic equation involve the use of different representations in learning it as a differential equation and difficulties in interdisciplinary communication. Didactic proposals addressing these difficulties incorporate different approaches, technological tools, and diverse theoretical frameworks. Conclusions. This approach allows teachers to learn different strategies for teaching the logistics equation and its related concepts. Considering its extensive applicability, mathematical modeling is proposed as one of the primary strategies. With this strategy, students attribute meaning to the mathematical concept and connect mathematics with other sciences.