IDENTITIES. PEDAGOGICAL METHODS FOR TEACHING SHORT MULTIPLICATION FORMULAS

Аннотация

INTRODUCTION Algebra forms the foundation for advanced The aim of this study is to identify and evaluate mathematical thinking, and within algebra, effective teaching strategies, comparing traditional identities such as short multiplication formulas are methods with more interactive approaches. We essential tools. These formulas, including well- hypothesize that active learning techniques, such known expressions like (a+b)2=a2+2ab+b2 and as problem-based learning (PBL) and the use of (a−b)(a+b)=a2−b2, are used extensively in visual aids, will lead to improved comprehension problem-solving. Despite their importance, many and application of these formulas. students struggle to internalize and apply these METHODS formulas effectively. This paper investigates pedagogical methods that can enhance students' Study Design understanding and retention of short This research utilized a mixed-methods approach, multiplication formulas, with a focus on the combining quantitative assessments of student secondary and early tertiary education levels. performance with qualitative feedback from https://www.theamericanjournals.com/index.php/tajas 27 THE USA JOURNALS THE AMERICAN JOURNAL OF APPLIED SCIENCES (ISSN – 2689-0992) VOLUME 06 ISSUE06 students and teachers. The study was conducted analyzed using paired t-tests to assess over a 12-week period in two secondary school improvement in student performance. Qualitative classrooms, each containing approximately 30 data from questionnaires and classroom students. One classroom followed a traditional observations were thematically analyzed to lecture-based teaching method, while the other identify recurring patterns and insights related to employed a combination of interactive techniques, student engagement and perception of the teaching including problem-based learning, group work, methods. and visual demonstrations.