Importance of using a teaching strategy in teaching mathematics

Abstract

This article aims to analyze the importance and application of didactic strategies in the teaching and learning of mathematics, based on a bibliographic review of relevant authors in the educational field. It begins with the definition of a didactic strategy as a guiding action framework for pedagogical work, designed to achieve specific educational goals, encourage active student participation, and facilitate meaningful knowledge construction. The analysis identifies various types of strategies, including constructivist, management, and processing strategies, as well as active methodologies such as problem-based learning, project-based learning, collaborative learning, and challenge-based learning. These strategies address major difficulties commonly found in mathematics learning, such as the understanding of mathematical language, the development of critical thinking, and the resolution of problem situations. Additionally, the integration of Information and Communication Technologies (ICT) is emphasized as a key tool to enhance pedagogical processes. The findings show that the proper implementation of didactic strategies creates dynamic, inclusive, and engaging learning environments, supporting students' comprehensive development and improving academic performance in mathematics. The article concludes by highlighting the need to rethink teaching practices from more reflective, active, and innovative approaches.