eng Science and Education Publishing American Journal of Educational Research 2327-6150 2024-09-29 12 9 376 390 10.12691/education-12-9-6 EDUCATION20241296 article Conley Morris 1 Dickisha Facey 1 Jahmela Ogeare 1 Selena Morris 1 Shaneille Samuels shaneille.samuels@gmail.com 1 Mathematics Department, Shortwood TeachersĄŻ College & University of Technology, St. Andrew, Jamaica This study investigated the effects of active learning (AL) and problem-based learning (PBL) strategies on studentsĄŻ 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 studentsĄŻ 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 studentsĄŻ 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 studentsĄŻ 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 studentsĄŻ critical thinking and problem-solving skills in mathematics. https://pubs.sciepub.com/education/12/9/6/education-12-9-6.pdf reasoning skills active learning problem-based learning mathematics education conceptual understanding