Abstract:
In the context of implementing the 2018 General Education Curriculum, the management of
Mathematics teaching in lower secondary schools requires a systematic, data-driven approach oriented
toward continuous improvement. This article clarifies the theoretical basis for applying the PDCA
cycle (Plan – Do – Check – Act) in the management of Mathematics teaching through document
analysis, synthesis, and systematization. The findings show that PDCA is an effective management
framework that enables teaching activities to be organized in a closed-loop cycle, ensuring coherence
among planning, implementation, monitoring, and adjustment. Based on this, the study proposes the
application of PDCA to the management of core components of Mathematics teaching, including
objectives, content, methods, assessment, and supporting conditions. The application of PDCA
contributes to improving management effectiveness, enhancing the adaptability of teaching activities,
and promoting the development of students’ mathematical competencies. It also provides a theoretical
foundation for empirical research and educational policy formulation. |
