Problem-Based Learning and Model-Eliciting Activities are recommended
instructional strategies for teachers in mathematics. The Problem-Based Learning (PBL)
approach has become quite widespread and it is used in many grade levels and
disciplines. Chronologically, Model-Eliciting Activities, written specifically for
instruction in mathematics, were developed after the Problem-Based Learning approach
and are not yet as widespread in use as PBL activities. The purpose of this article is to
discuss the similarities and differences in the two approaches with an emphasis on
implementation and outcomes. Theoretical literature has been used to support the
arguments. The authors conclude that the approach that an instructor selects should be
based on the needs of the students. To optimize instruction, additional empirical data
needs compiled from teachers and researchers.