Unit II: Teacher & Student Roles
Problem-Based Learning in Math Home Page
Community
- Community is one of the most important aspects of PBL, it is a driving force for the success of PBL. Respect is a key factor, since students are encouraged to collaborate with each other. In this teaching approach, students make reasoned conjectures about a problem-solving task, justify their thinking, and listen to and consider other students’ ideas (Erickson, 1999). They need to feel safe in order to share their thoughts. Although the content of tasks is important, the culture of the classroom will determine how tasks are treated by students (Hiebert et al., 1996).
Teacher's Responsibility
- The teacher has many responsibilities with PBL. According to Roh (2003), teachers in PBL settings should have a deep understanding of mathematics that enables them to guide students in applying knowledge in a variety of problem situations .Without an in-depth understanding of mathematics, teachers would neither choose appropriate tasks for nurturing student problem solving strategies, nor plan appropriate problem-based classroom activities (Prawat, 1997; Smith III, 1997; Roh, 2003). Because problems are central to this instruction format, their development is a crucial component of a PBL program (Ward & Lee, 2002). The teacher is also responsible for setting up the classroom community and modeling appropriate behavior. Teachers must implement a code of behavior that encourages students to take risks by offering their ideas, conjectures, and conclusions without fear of reprisal, ridicule, or embarrassment (Erickson, 1999). The hardest part for most teachers is altering their role from instructor to that of a guide. The emphasis is now on guiding students and helping them make connections between key mathematical ideas and concepts, while minimizing time spent lecturing to the class (Alper, Fendel, Fraser, & Resek, 1996).
Student's Responsibility
- In a problem-based approach, students are expected to solve problems or make sense of mathematical situations for which no-well defined routine or procedure exists, to explore problems, make conjectures, and draw generalization about mathematics concepts and processes (Erickson, 1999). Another responsibility for students is to recognize that learning means learning from others, taking advantage of others’ ideas and the results of their investigations (Hiebert et al., 1996). Students must listen to and respect each other. Students share the responsibility for developing a community of learners in which they participate (Hiebert et al., 1996). While students have both the teacher and their peers as resources, each is expected to think and to create in mathematics class (Alper, Fendel, Fraser, & Resek, 1996).
Think About It
- What are some activities that can be done with a class to build a community?
- What are the main responsibilities of the teacher?
- What are the main responsibilities of the student?
Continue on to Unit III: Planning & Activities
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.
- 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.
- Ward, J. & C. Lee. (2002). A Review of Problem-Based Learning. Journal of Family and Consumer Sciences Education, 20(1), 16-26.
Course Links
Problem-Based Learning in Math Home Page
Unit I: What is Problem-Based Learning?
Unit II: Teacher & Student Roles
