Pedagogical strategies in teaching mathematics for problem solving in high school
DOI:
https://doi.org/10.71112/0b3xsw58Keywords:
pedagogical strategies, active learning, problem solving, mathematics, high schoolAbstract
This study analyzed the impact of active pedagogical strategies on the development of mathematical problem-solving skills in high school students from public institutions in the province of El Oro, Ecuador. A quantitative, descriptive, and correlational approach was used, with a non-experimental and cross-sectional design, utilizing teacher and student surveys, mathematics achievement tests, and classroom observation lists for data collection. The results demonstrated that the systematic use of active strategies, such as problem-based learning, cooperative work, and the integration of technological tools, is positively associated with problem-solving performance and more favorable attitudes toward mathematics. The study highlights those student-centered methodologies foster participation, motivation, and deep learning, in addition to contributing to inclusive and collaborative classroom environments. It is concluded that teacher training in active methodologies and the use of educational technologies is key to improving mathematics learning and reducing achievement gaps in diverse educational contexts.
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