Christie Lee
Return to: ETAP 623 Spring 2020 (Zhang)
Design Project: Problem-Based Learning in Mathematics
About Me
Hi everyone! I graduated from Siena College in 2017 with a B.S. in Mathematics Education and am currently enrolled in the Curriculum Development and Instruction Technology program at UAlbany. I am currently halfway through my third year of teaching 8th grade math and Algebra 1 in the Mohonasen Central School District. In addition to teaching math, I enjoy helping out with the middle school musical productions.
My Topic and Purpose
The title of the course I am developing is Problem-Based Learning in Mathematics. Problem-based learning in mathematics is a pedagogical teaching approach that uses meaningful problems to explore mathematical concepts and skills. It is a hands-on method of instruction that emphasizes problem solving and collaborative learning. Learning through these problems give students a contextual representation of the mathematical skills, which brings mathematics to life.
The purpose of this course is to provide teachers with effective strategies, necessary resources, and the confidence to successfully execute problem-based lessons in their classrooms.
Needs Assessment
Instructional Problem: Many traditional secondary math classes lack student engagement, focus on skill practice, and are considered to be "dull." As our society continues to modernize and advance technologically, problem-solving is a crucial skill to have in the workforce. Mathematics teachers should structure their courses in a way that promotes collaboration, critical thinking, problem-solving, and creativity. Problem-based learning is a way to achieve this outcome.
According to Yew and Goh, “Problem-based learning is a pedagogical approach that enables students to learn while engaging actively with meaningful problems” (2016). The philosophy of problem-based learning is that learning can be constructive, contextual, and collaborative. Andreescu, Cordeiro, and Andreescu believe that mathematics classrooms are the most successful when they incorporate “playful problem solving” that ignites curiosity, taps into critical thinking, and involves creativity (2020).
Problem solving should be in the forefront of mathematics education. Students should leave high school with a solid foundational understanding of mathematics, an idea of self-directed learning, knowledge of problem-solving strategies, and strong collaboration skills. Problem-based learning is a method to achieve these goals.
What is to be Learned: Participants will learn how to define problem-based learning and understand its impacts on student achievement. Challenges will be addressed and participants will learn to derive potential strategies to overcome obstacles. Participants will also learn how to foster an effective problem-based learning environment and how to choose appropriate and effective assessments.
The Participants: This mini course is designed for middle and high school (7-12) Math teachers who have an interest in implementing problem-based learning into their instructional design.
Instructional Context: This course will be broken up into three lessons: Features of Problem-Based Learning, Steps to Fostering an Effective Problem-Based Learning Environment, and Assessments & Feedback. All instruction will take place online, so participants will need access to the internet. Throughout the course, participants will read scholarly articles, evaluate preexisting problem-based lessons, reflect on thought-provoking questions, and design their own problem-based lesson.
Exploring the Problem and Solution: Participants will first gain an understanding of why there needs to be a shift in mathematics education. Current mathematics instruction does not model the true nature of mathematics. Mathematics is all about problem-solving, applying skills to a relevant context, collaboration, and reflection. Traditional math lessons follow the basic structure of lecture, practice, assessment. These math lessons can involve collaboration and problem-solving, but both, if present, are often at the surface level. Participants will compare traditional lessons with problem-based learning lessons, explore the benefits of problem-based learning, and will hopefully come to the conclusion that problem-based learning lessons will help create more well-rounded problem-solvers and mathematicians.
Goals: The goal of this course is for teachers to develop a better understanding of problem-based learning and learn how to apply it to their own teaching practices. My hope is for teachers to leave this course inspired to improve their instruction and with the necessary resources to effectively execute problem-based learning in their classrooms.
Learning Outcomes
Participants will learn how to provide meaningful mathematics instruction through problem-based learning.
Participants will...
- Closely examine the features of problem-based learning, including its benefits and challenges.
- Learn how to foster a learning environment that supports problem-based learning.
- Read and research PBL implementation strategies.
- Fully immerse themselves into preexisting PBL lessons.
- Look at effective assessment strategies for PBL that involve various platforms (physical & virtual).
Performance-Based Objectives
After completing this course, participants will be able to:
1. Identify the features of problem-based lessons and describe how these lessons benefit student learning.
2. Derive strategies to overcome potential challenges associated with problem-based learning environments.
3. Evaluate problem-based lessons and choose various aspects from each that suit their classroom culture and teaching styles.
4. Given a bank of challenging, age-appropriate problems, design problem-based lessons that fit into their curriculum.
5. Develop appropriate and effective formative and summative assessments for problem-based learning lessons.
Task Analysis
Prerequisites:
Participants must...
- Recognize the term problem-based learning
- Have an understanding of traditional mathematics instruction
- Value meaningful mathematics instruction and problem-solving
Below is an outline of the course with objectives for each lesson:
Lesson #1: Features of Problem-based Learning
Participants will...
- Define problem-based learning and identify its features.
- Describe the impact of problem-based learning on student achievement.
- Identify potential challenges associated with problem-based learning.
- Explore strategies to overcome challenges.
Lesson #2: Implementation Strategies
Participants will...
- Identify the steps necessary to foster an effective problem-based learning environment.
- Describe the stages of a problem-based lesson.
- Evaluate problem-based lessons.
- Choose various aspects from sample lessons that suit their classroom culture and teaching styles.
Lesson #3: Assessment
Participants will...
- Describe appropriate and effective formative and summative assessment strategies for problem-based learning lessons.
Curriculum Map
References and Resources
Andreescu, T., Cordeiro, K., & Andreescu, A. (2020). Awesome math: teaching mathematics with problem-based learning. Hoboken, NJ: Jossey-Bass, a Wiley Brand.
Yew, E. H., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education