This article focuses on valuation and development of students' mathematics skills in the study of the module “The power function. The radical function”, by implementing interactive strategies. It describes the didactic experiment in which 50 students from two academic groups were involved: CON- 11, TAP-11 and which was carried out in three stages: the experiment of finding, training and control. Each stage of the experiment is described and the analysis of the obtained results is presented.
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