THE USE OF INTERACTIVE METHODS IN TEACHING MATHEMATICS IN SECONDARY SCHOOLS
Keywords:
Mathematics Education, Interactive Methods, Secondary Schools, Active Learning, Dynamic Geometry Software, Cognitive Load Theory, Pedagogical Innovation.Abstract
The rapid integration of interactive teaching methods-encompassing
dynamic mathematical software, gamified problem-solving, and collaborative
scaffolding-is fundamentally transforming secondary mathematics education. This
paper presents a critical scientific literature review of recent peer-reviewed
advancements in active learning paradigms, evaluating their pedagogical efficacy,
implementation challenges, and cognitive boundaries. The review synthesizes
findings on dynamic visualization tools, which transition mathematics instruction
from passive algorithmic drilling to active, condition-based conceptualization.
Furthermore, the convergence of traditional deductive reasoning and interactive
digital environments is examined through the lens of emerging cognitive
vulnerabilities, specifically cognitive overload and superficial engagement.
Despite significant methodological maturation, a critical research gap persists
regarding the longitudinal validation of how interactive, visual-first learning
translates into long-term abstract algebraic fluency. The study concludes that while
interactive methods dramatically enhance spatial reasoning and minimize
mathematics anxiety, their integration into secondary education relies heavily on
the future development of balanced, hybrid pedagogical frameworks that safeguard
deep, autonomous computational mastery.
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