Our study aims at elaborating a methodological model that may fully exploit heuristic didactic strategies in the heuristic solving of problems. The organization of the study will focus on improving the use and efficiency of heuristic mathematical techniques by relating to heuristic problem solving. This article demonstrates the relevance of using heuristic problem-solving strategies in lessons of Mathematics, as a fundamental requirement with multiple valences in building thought operations, which leads to enhancing school performance. The research was conducted during the 2014-2015 school year, involving two groups, each of them comprising 24 students: experimental group – the 4th A grade from “Gura Văii” Middle School, a structure of “Ion Borcea” Middle School, Racova, Bacău, and a control group – the 4th B grade from “Gura Văii” Middle School, a structure of “Ion Borcea” Middle School, Racova, Bacău. Various methods were applied during the research: conversation, experiment, analysis of activity products, the method of the tests, statistical processing of the data.
Key words: problem situation, ameliorative experiment, Mathematical heuristic techniques