There are many modern theories of education in the learning and teaching of mathematics, which in turn influenced the construction and re-organization of the mathematics curriculum. The construction of mathematics consists of concepts, terminology, generalizations, principles, theories, skills, algorithms, and mathematical questions. This is a practice-based, compositional study that discusses several strategies for action learning and idea engagement throughout the mathematics curriculum. It describes the authors process for developing ideas for mathematics educators. In this paper we demonstrate that the method to mathematics teaching is effective because it is founded on reflective practice and genuine motivation stemming of human compassion. Alternatively, amazing responses, system estimation and very well traditional issues each lead to valuable motivators in mathematics, but are particularly beneficial in the framework of reflective practice. This idea is backed by many instances that may be beneficial to school teachers and university instructors in their daily practise. The authors discovered realistic reasons for action learning in mathematics education at almost every stage of a students academic career.
teaching of mathematics, mathematics curriculum, action research, mathematics pedagogy, effective teaching.