Solving and posing problems as a methodological strategy in mathematics classes

Abstract

This article explores some elements that intervene in the teaching and learning process of mathematical contents using the problem solving and posing as a methodological strategy. For this purpose, there are used, as an example, some didactic experiences made by the author when using this type of strategies in mathematics classes. The results show the feasibility, pertinence, and positive aspects of using this type of activities, as well as the importance of the work of the teacher as class organizer and guide and the student as responsible for their own learning.