Divergent thinking in solving unconventional mathematical challenges

Abstract

This article deals with the importance of applying strategies that help to foster divergent thinking in the practice of mathematics, especially when facing non-conventional challenges. Therefore, through a quantitative approach, teachers' opinions were collected on pedagogical methods such as the use of open problems, collaborative work, and especially innovative didactic resources. The results show that many teachers use these strategies frequently, supporting more creative environments where students can suggest different solutions, review problem and specially share ideas in groups. This allows developing a deeper understanding of mathematics, at the same time, necessary skills such as mental flexibility, creativity and critical thinking. In addition, some authors state that combining digital tools, visual resources and participatory methods enhances learning. The teaching of mathematics should not only be limited to closed procedures, but should be open to diverse possibilities, while respecting the times and styles of each student.