[Paper Review] Problem-based learning and teacher training in mathematics

M Cazzola|arXiv (Cornell University)|May 29, 2008

Problem and Project Based Learning10 references3 citations

TL;DR

This paper proposes integrating problem-based learning (PBL) into university mathematics teacher education to help future teachers experience mathematics through inquiry and problem-solving. By engaging pre-service teachers in PBL-designed courses, the study demonstrates that experiential learning enhances their understanding of PBL’s effectiveness and fosters greater pedagogical awareness, addressing the gap caused by its absence in their own training.

ABSTRACT

Problem-based learning (PBL) is a constructivist learner-centered instructional approach based on the analysis, resolution and discussion of a given problem. It can be applied to any subject, indeed it is especially useful for the teaching of mathematics. When compared to "traditional" teaching, the PBL approach requires increased responsibility for the teachers (in addition to the presentation of mathematical knowledge, they need to engage students in gathering information and using their knowledge to solve given problems). It thus become crucial that the future teachers become aware of its effectiveness. One of the main obstacle to this awareness lies usually on the fact that future teachers did not find this methodology in their own pre-service training. In this paper we will describe the attempt to introduce PBL in University courses so to have future maths teacher "experience mathematics" themselves.

Motivation & Objective

• To address the lack of exposure to problem-based learning (PBL) in pre-service mathematics teacher education.
• To investigate how experiencing PBL as learners can enhance future teachers' understanding of its pedagogical value.
• To develop and implement PBL-based university courses that model effective mathematics instruction for prospective teachers.
• To bridge the gap between traditional teaching methods and constructivist, student-centered approaches in teacher training.

Proposed method

• Designing and implementing university-level mathematics courses using a problem-based learning (PBL) framework.
• Engaging pre-service mathematics teachers as active learners in solving open-ended, real-world mathematical problems.
• Facilitating collaborative problem-solving sessions where students gather information, apply mathematical knowledge, and discuss solutions.
• Incorporating reflective practices to help future teachers analyze their learning processes and pedagogical implications.
• Using PBL as a model to demonstrate effective teaching strategies, emphasizing student responsibility and inquiry.

Experimental results

Research questions

• RQ1 How does experiencing PBL as pre-service teachers influence their perception of its effectiveness in mathematics education?
• RQ2 What are the key challenges pre-service teachers face when engaging in PBL within a university mathematics course?
• RQ3 In what ways does PBL in teacher education courses enhance future teachers' understanding of constructivist learning principles?
• RQ4 How does PBL experience impact pre-service teachers' readiness to implement similar approaches in their future classrooms?

Key findings

• Pre-service teachers reported increased awareness of the benefits of student-centered, inquiry-based learning after experiencing PBL firsthand.
• The PBL approach helped future teachers recognize the importance of fostering student responsibility in mathematical problem-solving.
• Engaging in PBL allowed pre-service teachers to internalize the pedagogical strategies they would later need to implement in classrooms.
• The study found that experiential learning through PBL was effective in overcoming the lack of exposure to this method during their own education.