1. Problem Based LearningMAED 5040 Erica L. Nelson

2. What is Problem Based Learning? Savery (2006) defines problem based learning as: - “learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem (12).” - Instead of focusing on the answer (like traditional math classes), PBL focuses on the problem (Cerezo, 2004) - Social, hands-on, team focused learning - Requires students to be self-motivated - Units are centered around conceptual questions that do not work out perfectly (Savery 2006).

3. Where did PBL Originate? Hiebert et al (1996) As early as the 30s and 40s, there was an idea that mathematics should be relevant and based on real-life problems. Dewey’s idea that solving problems using basic, ordinary methods, called “experimental practice of knowing” and “reflective inquiry” fit right in with our PBL’s of today. Savery (2006) The idea of PBL was brought to light by those in the health sciences some 30 years ago using patient diagnosis as the foundation for PBL.

4. So I know what it is…what do I do with it? Interactive Mathematics Program (IMP) MINDSET Project Heibert et al (2006) Create or Find Problemsthat: - require more than one mathematical idea - may review mathematical ideas - build on mathematical ideas - require new mathematical ideas Be Flexible!

6. Real-life problems

8. Discusses student’s hypothesis and ideas without persuading students toward a “right” answer.

10. Model everyday situations (Seltzer et al., 1996)

11. Develop a deeper understanding and ownership (Seltzer et al., 1996)

13. Too much time on one problem will result in students not moving at a swift pace or becoming complacent, relying on others to bail them out

14. Too little time spent on a problem will result in frustration, in students not being able to understand key mathematical ideas

16. A problem-centered approach where discourse is key is not only feasable in public education but backs up the claim that students who are taught using this approach score better on tasks (Cobb et al., 1991)

18. References continued Henningsen, M. & Stein, M.K. (1997). Mathematical tasks and student cognition: Classroom-based. Journal for Research in Mathematics Education, 28(5), 524-549. Hiebert, J., Carpenter, T.P., Fennema, E., Fuson, K., Human, P., Murray, H., et al. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25(4), 12-21. Savery, J.R. (2006). Overview of problem-based learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20. Seltzer, S., Hilbert, S., Maceli, J., Robinson, E., Schwartz, D. (1996). An Active Approach to Calculus. New Directions for Teaching and Learning, 68. 83-90. Stein, M.K., Grover, B.W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488 Stepien, W., & Gallagher, S. (1993). Problem-Based Learning: As Authentic as It Gets. Educational Leaderhip, 4(1), 25-28. .