Design Thinking: An innovative approach to enhancing the learning of basic mathematical function
Description
The teaching of fundamental mathematical functions benefits significantly from innovative, student-centered strategies that bridge abstract concepts with real-world relevance. This study explores how Design Thinking (DT) a structured, iterative problem-solving approach—can be effectively adapted to enhance the teaching and learning of basic mathematical functions in high school. Grounded in the six-phase DT model (Empathize, Define, Ideate, Prototype, Test and Evaluate), the intervention engaged students in authentic, function-based challenges drawn from everyday contexts (e.g., modeling elevator motion with absolute value functions, bacterial growth with exponential functions, or turbine vibration with rational functions). In the Empathize phase, students identified real-life scenarios where mathematical functions apply; in Define, they framed specific problems and researched relevant function types; during Ideate, teams brainstormed mathematical models and solution pathways; in Prototype, they constructed physical or conceptual representations (e.g., homemade thermometers, toy cars, yogurt fermentation setups); Test, they validated their mathematical models and refining their work when inconsistencies appeared and in Evaluate, they refined their mathematical models, received feedback, and refined their understanding.