THE ROLE AND SIGNIFICANCE OF PROBLEM SITUATIONS IN TEACHING MATHEMATICS

This article (or dissertation) analyzes the role and significance of creating problem situations in the teaching of mathematics. A problem situation is defined as a cognitive contradiction between students’ existing knowledge and new concepts or tasks, which motivates them to engage in active inquiry, formulate hypotheses, and find logical solutions. The study highlights the pedagogical and didactic aspects of problem situations, as well as their importance in developing students’ independent thinking, logical reasoning, and practical skills. Furthermore, it demonstrates that the use of problem situations enhances students’ ability to apply knowledge in practice, makes the learning process more interactive and effective, and improves the quality of education through error analysis. Using mathematical formulas, graphs, and diagrams, the mechanisms by which problem situations activate students’ cognitive activity are scientifically explained. As a result, it is emphasized that the creation of problem situations is an essential tool for developing creative and analytical thinking, reinforcing mathematical knowledge, and increasing students’ ability to apply what they have learned independently.