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ERIC Number: EJ1163661
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1049-4820
An Examination of the Roles of the Teacher and Students during a Problem-Based Learning Intervention: Lessons Learned from a Study in a Taiwanese Primary Mathematics Classroom
Li, Hui-Chuan; Stylianides, Andreas J.
Interactive Learning Environments, v26 n1 p106-117 2018
The benefits of problem-based learning (PBL) to student learning have prompted researchers to investigate this pedagogical approach over the past few decades. However, little research has examined how PBL can be applied to mathematics learning and teaching, especially in countries like Taiwan, where the majority of teachers are accustomed to lecture methods and students are used to this style of teaching. This study examines the actions of a teacher and her class of 35 fifth-grade students (10-11-year-olds) as they tried to take on and respond to the demands of their new roles as "facilitator" and "constructors", respectively, during a one-year PBL intervention in a Taiwanese mathematics classroom. Our findings provide insights into classroom participants' role transition, from a customary role to a new role, when engaging with PBL. We identify an interrelationship between the teacher and student roles and discuss implications for the implementation of PBL at the primary education level.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A