ENHANCING MATHEMATICAL THINKING THROUGH PROBLEM-BASED LEARNING

• Alan H Schoenfeld

  University of California, Berkeley

  Author

• Günay Huseynzada

  ASPU

  Author

• Laman Zeynalova

  Shusha International Intellectuals Institute

  Author

This study investigates the effectiveness of Problem-Based Learning (PBL) in enhancing students’ mathematical thinking and problem-solving skills. As contemporary mathematics education increasingly emphasizes higher-order thinking and the practical application of knowledge, PBL has emerged as a learner-centered instructional approach that encourages active engagement, critical analysis, and independent inquiry. The study employed an empirical research design involving students who participated in mathematics lessons structured around real-world problem scenarios. Data were collected through problem-solving assessments, classroom observations, and student performance evaluations. The findings indicate that students exposed to PBL demonstrated significant improvements in mathematical reasoning, analytical thinking, and problem-solving abilities compared to those taught through traditional instructional methods. Furthermore, the results suggest that collaborative learning and active participation within the PBL framework contributed positively to students’ understanding of mathematical concepts and their ability to apply these concepts in diverse contexts. The study concludes that Problem-Based Learning is an effective pedagogical strategy for fostering mathematical thinking and developing essential problem-solving competencies, offering valuable implications for mathematics educators seeking to improve student learning outcomes and promote deeper conceptual understanding.