Teachers and the Types of Instructional Strategies for Mathematics Teaching

Abstract

This scientific article was developed with the purpose of identifying and highlighting the importance of didactic strategies for the teaching of mathematics. A descriptive qualitative methodological approach was used, based on a documentary study, in which the sample selection followed criteria defined by the author. Data collection was grounded in observation, analysis, and interpretation of documents. The results revealed a variety of didactic strategies that teachers can apply to mathematics instruction, including management strategies, control strategies, processing strategies, support strategies, and personalization strategies. These strategies serve as effective and meaningful tools and resources for mathematics education, encompassing everything from effective classroom management to personalized learning guided by the mathematics teacher. It is concluded that didactic strategies in mathematics go beyond numerical instruction, fostering not only the understanding of numbers, formulas, and mathematical processes, but also cultivating essential skills such as logical reasoning, problem-solving, and critical thinking. These strategies assist teachers in ensuring that the newly acquired mathematical knowledge becomes transferable to students’ daily lives and contributes to achieving future goals. For this reason, it is crucial that educational professionals in the field of mathematics recognize the relevance of the didactic strategies they implement in the classroom. This article falls within the research line: Education for participation and social production.