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

H-C Li, Andreas J. Stylianides

Research output: Contribution to journalArticlepeer-review

Abstract

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.
Original languageEnglish
Pages (from-to)106-117
Number of pages12
JournalInteractive Learning Environments
Volume26
Issue number1
Early online date1 Mar 2017
DOIs
Publication statusPublished - 2018

Keywords

  • problem-based learning
  • primary education
  • mathematics
  • facilitator
  • constructor
  • role transition in PBL

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