METHODS OF CREATING PROBLEM-BASED SITUATIONS IN TEACHING QUADRATIC EQUATIONS

Abstract

This study examines methods for creating problem-based learning environments in teaching quadratic equations at the secondary education level. It focuses on the role of problem-based instruction in developing students’ critical thinking and conceptual understanding. The research is based on classroom observations and comparative analysis of teaching approaches. Various strategies for introducing problem situations, including cognitive conflict and inquiry-based questioning, are analyzed. The results show that problem-based methods increase student engagement, improve problem-solving skills, and enhance knowledge retention. The study concludes that integrating problem-based techniques into algebra teaching leads to more effective learning outcomes.