Designing Mathematics Teaching through Deep Learning Pedagogy: Toward Meaningful, Mindful, and Joyful Learning

Abstract

Mathematics education in the 21st century requires an approach that focuses not only on procedural mastery but also on deep conceptual understanding, critical thinking skills, and the ability to transfer knowledge across various life contexts. This article discusses the design of mathematics learning based on a deep learning approach not in the context of artificial intelligence, but as a pedagogical approach integrating three core principles: meaningful, mindful, and joyful. Meaningful learning is built through contextual activities and open-ended problems that connect mathematical concepts to real-world situations. Reflective and process-aware learning is facilitated through discussion, metacognitive reflection, and evaluation. Meanwhile, a joyful learning environment is created through active participation, open exploration, and recognition of diverse student thinking styles. The theoretical framework includes constructivism, transfer theory, metacognition, and process-based assessment. The implementation of this approach requires a transformation of the teacher's role into a facilitator, a flexible and meaning-oriented curriculum, and a supportive, collaborative learning environment. It is concluded that the deep learning approach, through the principles of meaningful, mindful, and joyful learning, can enhance student engagement, deepen understanding, and foster a positive attitude toward mathematics.