Features of Problem-Based Learning
Return to: Problem-Based_Learning_in_Mathematics
Lesson Objectives
By the end of this lesson you will be able to do the following:
- 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.
The Problem
"Currently, math education in middle and high schools is a series of exercises with easily obtained answers" (Andreescu, T., Cordeiro, & Andreescu, A., 2020). This does NOT represent the true nature of mathematics or model the 21st century skills needed to be successful in the modern world.
- Many students see mathematics as a set of complicated, unrelated rules and theorems that need to be memorized. They often believe that the skills learned in a mathematics course are not necessary in the real world.
- Teachers typically construct their math courses in a predictable manner. They give a lecture on a new concept or skill, students then practice this skill, often without context, and, finally, students are assessed on the topic.
- Students leave high school with little understanding of mathematical concepts and, very often, poor critical thinking skills. Retention levels of mathematical skills and concepts tend to be low.
Dan Meyer: Math Class Needs a Makeover
Watch the following Ted Talk on today's mathematics curriculum by Dan Meyer: Math Class Needs a Makeover. As you watch the video, think about the necessary changes that need to be made to current mathematics instruction.
What is Problem-Based Learning?
“Problem-based learning is focused, experiential learning organized around the investigation, explanation, and resolution of meaningful problems” (Hmelo-Silver, 2004). It models the work that scientists, engineers, and mathematicians complete on a daily basis. With some assistance from the facilitator, students learn the mathematics curriculum by working collaboratively to solve complex, relevant problems. Learning is contextualized and students see first-hand how mathematical skills can be applied to various scenarios. Students draw upon their prior knowledge to determine the information necessary to solve a problem and derive possible methods they can use to arrive at a solution. It is a constructivist pedagogical approach, meaning that students construct their own understanding of mathematical concepts through real, engaging problems.
To learn more about the nature of problem-based learning, read the following article by Hmelo-Silver (You must download the file):
Benefits of Problem-Based Inquiry
Implementing problem-based learning into math lessons has countless benefits. According to Hemlo-Silver, problem-based learning is designed to help students:
- Construct an extensive and flexible knowledge base;
- develop effective problem-solving skills;
- develop self-directed, lifelong learning skills;
- become effective collaborators; and
- become intrinsically motivated to learn.
To extend this further, Andreescu, T., Cordeiro, K., & Andreescu, A. (2020) believe that problem-based learning maximizes the learning experience for students by making mathematics relevant, authentic, and useful:
"When mathematics is relevant to the students and their world, they will become more connected with the process and, in turn, recognize their own contributions and value" (2020).
Challenges of Problem-Based Learning
Just like any pedagogical approach to instruction, problem-based learning has its challenges. Mansor, Abdullah, Wahab, Rasul, Nor, and Raof in a study of problem-based learning (2015) revealed seven main challenges of problem-based learning:
- Process Skills: Students lack the ability to think outside the box and are often unsure how to ask for help.
- Group Dynamics: There is often uneven distribution of work. Some students play the role of leader, while others are just along for the ride.
- Student Attitude: Students can have a very negative attitude and use phrases like “this is too difficult” or “I can’t do this.”
- Curriculum Coverage: PBL is time-consuming which makes it difficult to hit every topic before the end of the year.
- Role Changes: Teachers leave students in charge of learning, which leads to anxiety and lack of control.
- Resources: Teachers do not have access to fitting, age-appropriate problems or other resources necessary to conduct problem-based learning.
- Understanding of PBL: Most of the difficulties described above are due to lack of experience.
After researching problem-based learning, you may feel overwhelmed with the challenges and obstacles described. Instead of focusing on the negative aspects, I encourage you to find possible solutions to overcome these challenges. As they say, when there’s a will, there’s a way.
Google Slides Collaborative Activity
In this Google Slides presentation, we will collaborate as a learning community to derive potential solutions to the challenges students and teachers face while participating in problem-based learning. Each slide will state a common obstacle related to problem-based learning and participants of this course can add a possible solution. I have added a solution for each challenge to get us started.
Reflection
Now that you have had the opportunity to explore the many features of problem-based learning, take a few minutes and reflect on the following prompts.
- Define problem-based learning in your own words and describe its effect on student achievement.
- Why is it beneficial to utilize problem-based learning in the classroom?
- What instructional features are present in a problem-based learning lesson?
- Identify some strategies that can be used to overcome challenges associated with problem-based learning.
After you have finished your reflection, you may proceed to Lesson #2: Implementation Strategies
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.
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235-266. doi:10.1023/b:edpr.0000034022.16470.f3
Mansor, A. N., Abdullah, N. O., Wahab, J. A., Rasul, M. S., Nor, M. Y. M., & Raof, R. A. (2015). Managing Problem-based Learning: Challenges and Solutions for Educational Practice. Asian Social Science
Meyer, D. (2010). Math Class Needs a Makeover. Retrieved from https://www.ted.com/talks/dan_meyer_math_class_needs_a_makeover?language=en
Problem-Based Learning in Mathematics
Lesson #1: Features of Problem-Based Learning