Higher-order thinking skills influence the direction of education. This study explored CLS to improve HOTS in secondary school mathematics through a qualitative case study of three teachers. The results of the study showed that the teachers had positive attitudes towards CLS and emphasized group discussion and teacher guidance as effective strategies. The evaluation methodology combined quantitative and qualitative approaches. Challenges included classroom management, teacher competence, and balancing academic achievement. Ongoing professional development and monitoring are critical to the successful integration of HOTS.
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Huang et al. (2024) studied this question.
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