Abstract: The study investigates the challenges and opportunities in Mathematics education in the context of the 1st year of high school in contemporary times. The significance of this research lies in the urgency to enhance Mathematics teaching by adopting more contextualized and meaningful approaches. The 1st year of high school is crucial for consolidating mathematical foundations and preparing students for more complex challenges in subsequent years. Understanding the specific obstacles of this phase contributes to the development of more effective pedagogical practices that can stimulate student interest, encourage active participation, and promote solid and enduring learning. The methodology employed is a field survey, specifically an exploratory study of descriptive nature. Its aim is to comprehend and describe the challenges and opportunities in Mathematics education in the contemporary 1st year of high school. It is concluded that the educational landscape presents significant challenges, but also opportunities to improve the quality of learning. The analysis of barriers underscores the urgent need for pedagogical transformations to overcome negative perceptions associated with the discipline. Potential solutions to these challenges include promoting active methodologies that foster critical thinking and problem-solving. The integration of innovative pedagogical practices such as educational games and interdisciplinary projects can create an environment conducive to developing cognitive and socio-emotional skills. Another pertinent consideration is the necessity of investing in ongoing teacher training. Teacher professional development emerges as a key factor for successfully implementing new approaches and equipping educators with the necessary tools to adapt to contemporary demands, thereby empowering them as effective agents of educational transformation.

Keywords: Teaching. Mathematics. Learning. Challenges. High School.