Mathematics Mastery through Innovative Pedagogical Approaches

The persistent low performance in mathematics among Grade 7 students at Madrid National High School underscores the need for innovative teaching strategies that foster deeper understanding, engagement, and problem-solving skills. This study investigates the effectiveness of five pedagogical approaches—Concrete-Pictorial-Abstract (CPA), problem-solving, differentiated instruction, modeling and simulation, and manipulative-based teaching—in enhancing students’ mathematical proficiency. Grounded in constructivist and cognitive learning theories, these methods aim to bridge the gap between abstract mathematical concepts and students’ comprehension by providing interactive, student-centered learning experiences. Utilizing a mixed-methods, explanatory research design incorporating quasi-experimental methods, this study examines the impact of these approaches through pre- and post-test assessments, teacher adeptness evaluations, and student perception and engagement surveys. The findings reveal a significant improvement in students’ mathematical performance following the implementation of these strategies. Additionally, the study explores the correlation between learning outcomes and students’ engagement levels, as well as the relationship between teacher proficiency in these methods and student achievement. Despite limitations such as sample size and study duration, the results highlight the potential of these innovative teaching strategies to transform mathematics education. The study provides practical recommendations for educators, curriculum developers, and policymakers to integrate these methods effectively, fostering a more inclusive and dynamic learning environment. Furthermore, the research contributes to the broader field of mathematics education by offering evidence-based solutions to enhance student comprehension and achievement.