EFFECTIVENESS OF THE DIFFERENTIAL APPROACH IN TEACHING PROBLEM-SOLVING STRATEGIES IN MATHEMATICS LESSONS

Dadaboeva Zilola Fozilovna

Authors

Dadaboeva Zilola Fozilovna Namangan State Pedagogical Institute Theory and Methodology of Education 1st year master's student of the primary education specialty

Keywords:

differential approach, mathematical education, problem-solving strategies, metacognitive skills, individualized learning, constructivism, learning activity, level of assimilation.

Abstract

This article examines the effectiveness of the differential approach in teaching problem-solving strategies in mathematics lessons from scientific, theoretical, and practical perspectives. The study was conducted on the basis of a mixed (mixed-method) methodology and analyzed the dynamics of problem-solving skills development using tasks adapted to the level of students' preparedness, cognitive style, and reading pace. Pre-test and post-test results showed a significant improvement in the results in the experimental group, which confirmed the role of the differential approach in improving students' strategic thinking, metacognitive activity, and problem-solving effectiveness. The results of the qualitative analysis showed that students became more active during the lesson, strived for independent decision-making, and gained freedom in solving problems based on various strategies.

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