El juego interactivo como herramienta colaborativa para la construcción del razonamiento matemático en la básica media

The study addresses interactive games as a collaborative mediation strategy to strengthen mathematical reasoning in middle school, in response to the persistence of practices centered on mechanical procedures and the need to promote more reflective, participatory, and meaningful learning. The objective was to analyze bibliographic evidence on the relationship between games, collaboration, and the construction of mathematical reasoning among students at this educational level. A bibliographic review was conducted using a qualitative approach, exploratory scope, and documentary design, supported by academic sources, educational reports, and curricular documents related to game-based learning, argumentation, problem solving, and collaborative learning. The information was organized through analytical categories aimed at identifying didactic characteristics, cognitive and motivational benefits, implementation conditions, and research gaps. The results show that collaborative interactive games foster problem solving, explanation of procedures, mathematical argumentation, motivation, active participation, and the shared construction of knowledge. It is concluded that their pedagogical value depends on teacher planning, curricular alignment, the quality of game design, and peer interaction, avoiding their reduction to entertainment or superficial reward.