Abstract
This study investigates the value of developing divergent thinking skills for tackling mathematical learning challenges. Employing a quantitative, applied approach with a quasi-experimental design, the study involved 50 students divided into a control and an experimental group through non-probabilistic sampling. A validated divergent thinking questionnaire, assessed by expert judgment, was used to gather data. While the pre-test results indicated limited problem-solving skills beyond acquiring the final answer, the post-test revealed significant improvements in problem comprehension, coherent reasoning, and analytical solution proposals. These findings suggest that implementing problem-solving strategies can effectively address mathematical challenges and enhance understanding of related concepts.
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