INTEGRATED TEACHING OF MATHEMATICS ON THE TOPIC OF FINDING MAXIMUM AND MINIMUM VALUES USING DERIVATIVES

Abstract

In the context of implementing general education reforms, mathematics, as a fundamental and instrumental subject, provides numerous opportunities for applying integrated teaching approaches. This article provides a systematic overview of key theoretical issues related to integrated teaching in mathematics, including its concept, forms, factors influencing effectiveness, and its specific application in high school mathematics education. Based on this foundation, the paper proposes two specific measures for implementing integrated teaching in mathematics through the topic of Finding maximum and minimum values using derivatives. Measure 1 involves designing integrated teaching situations aimed at knowledge formation, corresponding to the first stage of the integrated teaching process - the knowledge formation stage. Measure 2 focuses on developing integrated exercises, corresponding to the second stage - practice and application of knowledge. These measures are intended to effectively assist teachers in organizing integrated teaching activities in mathematics, thereby enhancing students’ ability to make connections across disciplines and apply mathematical knowledge to practical problem-solving.