Conley Morris¹, Dickisha Facey¹, Jahmela Ogeare¹, Selena Morris¹, Shaneille Samuels^1,

This study investigated the effects of active learning (AL) and problem-based learning (PBL) strategies on students’ reasoning skills in understanding mathematics concepts across four different schools in Kingston & St. Andrew, Jamaica. The research was conducted as an action research using mixed methods in response to observed deficiencies in students’ reasoning abilities in mathematics classrooms, a critical component for success in the subject. The data were collected through focus group discussions, interviews, observational notes, and student questionnaires. The findings revealed that while AL and PBL strategies positively impacted students’ reasoning abilities and conceptual understanding, their effectiveness varied significantly across different school contexts. Key factors influencing these outcomes included the alignment of teaching methods with students’ prior knowledge, the flexibility of the curriculum, and the level of teacher preparedness. The study underscored the need for tailored implementation of these strategies, enhanced teacher training, and continuous curriculum revision to maximize the benefits of AL and PBL in mathematics education. The results contribute to a deeper understanding of how innovative teaching strategies can be adapted to improve students’ critical thinking and problem-solving skills in mathematics.

reasoning skills, active learning, problem-based learning, mathematics education, conceptual understanding