Abstract

Based on an analysis of Problem-Based Learning and a review of domestic and international studies, this article proposes principles for problem design, procedures for organizing teaching activities, and the role of Problem- Based Learning in developing mathematical thinking. The study indicates that this approach has the potential to foster core components of mathematical thinking, including reasoning, problem-solving, generalization, and mathematical modeling. However, the effectiveness of Problem-Based Learning depends significantly on the design of problem situations, the level of instructional support, and the practical conditions of implementation.

Keywords: Competency development, mathematical thinking, mathematics education, problem-Based Learning, problem solving.