Enhancing Numerical Thinking Through Problem Solving: A Teaching Experience for Third-Grade Mathematics
This study introduces a comprehensive educational intervention designed to strengthen numerical thinking in third-grade mathematics education through problem-solving. Anchored in Pólya’s problem-solving framework, this research employs a qualitative, descriptive methodology to design and assess a di...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-05-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/6/667 |
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| Summary: | This study introduces a comprehensive educational intervention designed to strengthen numerical thinking in third-grade mathematics education through problem-solving. Anchored in Pólya’s problem-solving framework, this research employs a qualitative, descriptive methodology to design and assess a didactic unit. The intervention comprises six structured activities aimed at evaluating and enhancing students’ competencies in numerical thinking and problem-solving. This study’s findings reveal a marked improvement in students’ mathematical abilities, particularly in applying problem-solving techniques to various mathematical contexts. This progress highlights the intervention’s effectiveness in fostering critical thinking and boosting educational outcomes in mathematics. The proposed model demonstrates versatility, offering a scalable approach for enhancing mathematical competencies in diverse educational environments. By integrating Pólya’s systematic steps into instructional practices, this research contributes significantly to pedagogical strategies in mathematics. The innovative use of problem-solving as a learning and evaluation tool not only bridges theoretical and practical knowledge, but also provides a replicable framework for advancing numerical thinking. The methodological approach, which combines qualitative analysis with tangible classroom applications, underscores the potential for transforming mathematics education and improving students’ engagement and proficiency in the subject. |
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| ISSN: | 2227-7102 |