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Abstract
This article examines the methodology of organizing the mathematics learning process based on the integration of deductive and inductive approaches. The study analyzes pedagogical strategies aimed at developing students' logical thinking, conscious understanding of mathematical concepts, and argumentation skills. A teaching model based on the integration of inductive and deductive methods is developed and its effectiveness is experimentally validated. The research findings indicate that this methodology significantly enhances students’ mathematical literacy, independent thinking, and the durability of acquired knowledge.
References
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