Joanne's Portfolio Page

Design Project: Problem-Based Learning in Math

Needs Assessment

Instructional problem

• The need to create more connections between students and mathematics in secondary classrooms.
• Implementing more "real world" activities answering the "When will I ever use this?" question.

Nature of what is to be learned

• Educators will learn how to incorporate Problem-Based Learning methods into their teaching strategies.

Learner Analysis

• Secondary Math teachers

Instructional Content

• The course will be broken down into 3 units, each dealing with an aspect of Problem-Based Learning. The first is an overview, the second will focus on the people (teacher, students, and community), and the last will deal with planning and activities. Each unit will also have a section with questions for the student to read and reflect on what they have just learned.

Instructional Problems

Generate Goals

Task Analysis

Learning Outcomes

• understand the concept of Problem-Based Learning
• be familiar with advantages and disadvantages of Problem-Based Learning
• understand how to implement PBL activities in a classroom

Prerequisite Skills

• Strong foundation and understanding of mathematics including concepts and application.
• Willingness to learn new methods.
• Desire to improve student comprehension and connections.

Curriculum Map

Joanne's Curriculum Map

Course Links

Problem-Based Learning in Math Home Page

Unit I: What is Problem-Based Learning?

Unit II: Teacher & Student Roles

Unit III: Planning & Activities

Additional Resources

Resources:

• Alper, L., D. Fendel, S. Fraser, and D. Resek. (1996). Problem-Based Mathematics- Not Just for the College-Bound. Educational Leadership, 53(8), 18-21.

• Erickson, D. K.(1999). A Problem-Based Approach to Mathematics Instruction. Mathematics Teacher, 92(6), 516-521.

• Hiebert, J., et al.(1996). Problem Solving as a Basis for Reform in Curriculum and Instruction: The Case of Mathematics. Educational Researcher, 25(4), 12-21.

• Kwon, O. N., J. S. Park, & J. H. Park. (2006). Cultivating Divergent Thinking in Mathematics through an Open-Ended Approach. Asia Pacific Education Review, 7(1), 51-61.

• Murray, J. (2006). Talking Maths. Mathematics Teaching Incorporating Micromath, 199 , 15-17.

• Prawat, R. S. (1997). Problematizing Dewey's Views of Problem Solving: A Reply to Hiebert et al.. Educational Researcher, 26(2), 19-21.

• Roh, K. H.(2003). Problem-Based Learning in Mathematics. ERIC Digest. www.eric.ed.gov

• Smith III, J. P. (1997). Problems with problematizing mathematics: A Reply to Hiebert et al.. Educational Researcher, 26(2), 22-24.

• Stepien, W. & S. Gallagher.(1993). Problem-Based Learing: As Authentic as It Gets. Educational Leadership, 50(7), 25-28.

• Stepien, W., S. Gallagher, & D. Workman. (1993). Problem-Based Learning for Traditional and Interdisciplinary Classrooms. Journal for the Education of the Gifted, 16(4), 338-357.

• Trafton,P. R.& C. Midgett. (2001). Learning through Problems: A Powerful Approach to Teaching Mathematics. Teaching Children Mathematics, 7(9), 532-36.

• Ward, J. & C. Lee. (2002). A Review of Problem-Based Learning. Journal of Family and Consumer Sciences Education, 20(1), 16-26.

Links

• My main page: Joanne Contreni

• My Design Project: Problem-Based Learning in Math

• About Us