Application of active teaching methods in mathematics: promoting critical reasoning and problem solving at the high school level
DOI:
https://doi.org/10.63688/2rj22716Keywords:
Dynamic teaching, Mathematics, Baccalaureate, Analytical thinkinAbstract
Teaching mathematics at the secondary level has traditionally been challenging due to the perception of the subject as abstract and difficult to understand for many students. However, by implementing dynamic teaching tactics, it is possible to encourage analytical thinking and problem solving in students. This article explores several strategies to make mathematics learning more interactive and relevant, with the goal of increasing student engagement and improving their understanding of mathematical concepts. The proposed dynamic teaching approach includes strategies such as project-based learning (PBL), open problem solving, cooperative learning, and the use of educational technology. PBL engages students in collaborative projects that address real-world problems, allowing them to apply mathematical concepts in practical contexts. Open problem solving promotes divergent thinking and creativity by allowing for multiple approaches and solutions.
Implementing these dynamic teaching tactics has a significant impact on the development of analytical thinking and problem solving in students. By contextualizing mathematical concepts in relevant situations and encouraging active exploration, these strategies promote a deeper understanding of the topic. In addition, they develop skills such as logical reasoning, creativity and collaboration, essential for solving complex problems inside and outside the classroom. Thus, the dynamic teaching of mathematics in secondary school is essential to prepare students for the challenges of the 21st century. By adopting strategies that encourage critical thinking and problem solving, educators can improve students' learning experiences and equip them with the skills essential for future success.
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