ERIC Number: EJ1116436
Record Type: Journal
Publication Date: 2016-Sep
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1541-5015
EISSN: N/A
A Framework for Problem-Based Learning: Teaching Mathematics with a Relational Problem-Based Pedagogy
Schettino, Carmel
Interdisciplinary Journal of Problem-based Learning, v10 n2 Article 12 Sep 2016
One recommendation for encouraging young women and other underrepresented students in their mathematical studies is to find instructional methods, such as problem-based learning (PBL), that allow them to feel included in the learning process. Using a more relationally centered pedagogy along with more inclusive instructional methods may be a way to foster an interest in studying mathematics in the fields of science, technology, engineering, and mathematics. However, many mathematics teachers are at a loss in not only how to instruct with PBL methods but also how to create the environment that encourages optimal learning.
Descriptors: Problem Based Learning, Mathematics Instruction, Females, Qualitative Research, Student Attitudes, Student Experience, Secondary School Mathematics, High School Students, Algebra, Geometry, Interviews, Secondary School Teachers, Mathematics Teachers, Observation, Student Journals, Teacher Student Relationship, Equal Education, Feminism, Inclusion, Trust (Psychology), Student Empowerment, Single Sex Schools, Private Schools
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A