Systematization of knowledge in the teaching learning process of the subject Mathematics in twelve grade

Abstract

The objective of this article is to highlight the importance of systematizing knowledge in the Mathematics subject in pre-university from considering the developing conception of learning. Exercises prepared by renowned researchers in the teaching of mathematics are suggested to resolve existing difficulties in solving equations and inequalities, factoring algebraic expressions, and interpreting and translating common language into algebraic language and vice versa. Theoretical references are offered; its study contributes to the improvement of future performance in the teaching-learning of mathematics. This should be the premise that guides teachers in the systematization of content in twelfth-grade students of senior education. During the development of the article, methods such as the synthetic-analytical, inductive-deductive and observation were used, which were important to contact the insufficiencies reflected in this work in pedagogical practice.