THE BENEFITS OF ACTIVE LEARNING METHODOLOGY IN ABSTRACTION IN ALGEBRA
DOI:
https://doi.org/10.56238/bocav25n78-025Keywords:
Active Methodology, Algebra, Abstraction, Algebraic Thinking, Mathematics LearningAbstract
This article aims to analyze the benefits of active methodologies in learning abstraction in algebra, considering recent scientific studies on problem-based learning, inquiry, mathematical discussion, digital technologies, games, artificial intelligence, and interactive resources applied to algebra teaching. The methodology consists of a qualitative bibliographic review based on studies published in the last five years, focusing on algebra learning, algebraic thinking, generalization, proof, problem solving, and technological mediation. The results indicate that active methodologies support algebraic abstraction by increasing student participation, encouraging conjecture formulation, promoting strategy comparison, strengthening mathematical argumentation, and connecting symbolic concepts to contextualized situations. The review also shows that digital technologies, interactive environments, mobile applications, mathematical trails, games, and artificial intelligence may improve learning when integrated into a planned and conceptually coherent pedagogical proposal. It is concluded that abstraction in algebra is not consolidated through memorization of rules, but through experiences in which students interpret structures, justify procedures, recognize regularities, and transform particular situations into general relations.
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