Mapping and evaluating strategies for teaching mathematics in secondary education: A theoretical and reflective study

Abstract

This study aims to map and evaluate various teaching strategies used in secondary mathematics education through a theoretical and reflective approach. With a focus on literature published between 2019 and 2024, this research synthesizes findings from reputable academic sources to identify dominant instructional methods and assess their effectiveness based on pedagogical theory and contextual application. The results highlight five major strategies: Inquiry-Based Learning (IBL), Problem-Based Learning (PBL), collaborative learning, flipped classroom, and technology-integrated instruction. These approaches are grounded in constructivist learning theory and foster active student engagement, critical thinking, and a deeper conceptual understanding. Through thematic synthesis and reflective analysis, the study finds that while these strategies offer considerable benefits, their implementation is highly context-dependent. Factors such as teacher pedagogical competence, institutional support, digital infrastructure, and classroom culture significantly influence their success. Moreover, integrating reflective teaching practices with the Technological Pedagogical Content Knowledge (TPACK) framework is crucial for enhancing strategy adaptability and relevance. The findings emphasize that no single teaching strategy is universally effective. Instead, effective mathematics instruction requires thoughtful adaptation and a combination of methods tailored to student needs and learning environments. This study contributes a conceptual foundation for teachers, education policymakers, and curriculum developers to promote equitable and evidence-based mathematics education in secondary schools.