Mathematics teachers must teach students not only to solve problems but also to learn about mathematics through problem solving.1 While “many students may develop procedural fluency … they often lack the deep conceptual understanding necessary to solve new problems or make connections between mathematical ideas.”2 This presents a challenge for teachers: problem-based learning (PBL) provides opportunities for teachers to meet this challenge. PBL exists as a teaching method grounded in the ideals of constructivism and student-centred learning. When using PBL, teachers help students to focus on solving problems within a real-life context, encouraging them to consider the situation in which the problem exists when trying to find solutions.3 The majority of research examining PBL focuses on its use in medical schools, with the key features being (a) the use of collaborative small-group work, (b) a student-centred approach, (c) the teacher as facilitator and (d) the use of real-life problems as the organizing focus.4 In the medical arena, groups of students are given a set of realistic patient symptoms and expected to research possible diagnoses and courses of treatment; groups work independently, developing and answering their own questions. If, during this diagnostic phase, a group is unsuccessful in addressing key issues, the instructor notes this on their assessment but does not provide the solution.4 In the classroom setting, it is this aspect of PBL which presents the most signifcant challenge, requiring teachers to shift from direct instruction to supporting students organize their own learning.5
Mathematics teachers must teach students not only to solve problems but also to learn about mathematics through problem solving.1 While “many students may develop procedural fluency … they often lack the deep conceptual understanding necessary to solve new problems or make connections between mathematical ideas.”2 This presents a challenge for teachers: problem-based learning (PBL) provides opportunities for teachers to meet this challenge. PBL exists as a teaching method grounded in the ideals of constructivism and student-centred learning. When using PBL, teachers help students to focus on solving problems within a real-life context, encouraging them to consider the situation in which the problem exists when trying to find solutions.3 The majority of research examining PBL focuses on its use in medical schools, with the key features being (a) the use of collaborative small-group work, (b) a student-centred approach, (c) the teacher as facilitator and (d) the use of real-life problems as the organizing focus.4 In the medical arena, groups of students are given a set of realistic patient symptoms and expected to research possible diagnoses and courses of treatment; groups work independently, developing and answering their own questions. If, during this diagnostic phase, a group is unsuccessful in addressing key issues, the instructor notes this on their assessment but does not provide the solution.4 In the classroom setting, it is this aspect of PBL which presents the most signifcant challenge, requiring teachers to shift from direct instruction to supporting students organize their own learning.5
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