This article examines the effectiveness of the differential approach in teaching problem-solving strategies in mathematics lessons from scientific, theoretical, and practical perspectives. The study was conducted on the basis of a mixed (mixed-method) methodology and analyzed the dynamics of problem-solving skills development using tasks adapted to the level of students' preparedness, cognitive style, and reading pace. Pre-test and post-test results showed a significant improvement in the results in the experimental group, which confirmed the role of the differential approach in improving students' strategic thinking, metacognitive activity, and problem-solving effectiveness. The results of the qualitative analysis showed that students became more active during the lesson, strived for independent decision-making, and gained freedom in solving problems based on various strategies.