Reflections from the classroom: Beyond algorithms for innovative teaching of mathematics in Panama
DOI:
https://doi.org/10.37387/ipc.v13i3.417Keywords:
Mathematics, assessment, motivation, educational innovation, active learningAbstract
Low performance in mathematics has significant implications for Panama's future. A poor performance in this area limits students' opportunities to access higher education and quality employment. Moreover, it hinders innovation and the development of a highly skilled workforce, which is essential for competing in the global economy. Data from national, regional, and international assessments highlight the urgent need to take action to ensure that our students acquire the mathematical competencies necessary to meet the challenges of the 21st century. Although a detailed analysis of these results is beyond the scope of this paper, the data presented are sufficient to corroborate the existence of significant deficiencies in the mastery of mathematics and justify the need to implement improvement strategies. It has been observed over the years that traditional mathematics teaching often focuses on memorizing formulas and procedures, which limits the development of authentic mathematical thinking. This essay reflects on classroom practice and shares some strategies that have been developed to make mathematics a more meaningful and enriching experience.
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