Abstract
The article examines techniques for developing constructive thinking in middle school learners through the "Collaborative Learning" method in geometry lessons. The effectiveness of the "Collaborative Learning" method, based on group interaction among learners, is described and experimentally tested. During the study, the formula for the area of a trapezoid was used to compare two teaching methods: the traditional approach and "Collaborative Learning". The experimental results showed that learners working in groups demonstrated a deeper understanding of the topic and better development of constructive thinking. Key factors influencing the effectiveness of group work were identified, including motivation and the proper distribution of learners into groups. The collected data confirm the importance of active interaction both among learners and between learners and the teacher, as it enhances engagement in the learning process and positively affects the assimilation of educational material.