THE USE OF INTERACTIVE TEACHING METHODS IN PRIMARY MATHEMATICS EDUCATION

Le résumé fourni par la source

This article analyzes the pedagogical value and classroom organization of interactive teaching methods in primary mathematics education. Interactive instruction is defined as structured intellectual participation in which pupils explain ideas, use representations, respond to peers, receive feedback, and jointly construct mathematical meaning. Through an integrative review of research on cooperative learning, mathematical discourse, formative assessment, manipulatives, and educational technology, the article distinguishes meaningful interaction from superficial activity. The findings indicate that interactive methods are effective when they are aligned with a precise mathematical objective, include individual accountability, and conclude with teacher-led synthesis. Productive formats include think–pair–share, strategy comparison, mathematical games, learning stations, manipulatives-based investigation, error analysis, and carefully selected digital tools. The article proposes a four-part lesson architecture—activate, investigate, discuss, and consolidate—and describes conditions for equitable participation and valid assessment. It argues that the educational benefit comes not from novelty or technology itself but from the quality of reasoning, feedback, and connections generated through interaction. Practical recommendations are offered for adapting these methods to mixed-ability primary classrooms.

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