TEACHING MATHEMATICS FROM A PROBLEM-SOLVING APPROACH: ALTERNATIVES AND CHALLENGES

Abstract

The teaching and learning of mathematics in rural contexts has become increasingly challenging, as teachers often face complex scenarios due to a lack of didactic resources and, in many cases, insufficient academic and disciplinary training. This limits their ability to approach mathematics instruction from a problem-solving perspective. This approach enables students to develop the mathematical competencies required to navigate everyday situations, fostering motivation by connecting learning with real-life problems from their environment. This article emphasizes the need to adopt a problem-solving approach as a methodological alternative to energize mathematics instruction through the meaningful and contextualized use of mathematical knowledge rooted in rural settings. It proposes the use of local elements to design challenging and relevant problem situations for students. Although implementing a problem-solving approach presents methodological, didactic, and disciplinary challenges, it also offers significant benefits. It promotes the transformation of classroom practices toward more active learning, focused on problem-solving, modeling, and meaningful understanding—moving away from traditional instruction based on rote memorization of formulas and repetitive, context-free algorithms.