Implementing Problem-Posing-Based Learning in the Classroom: Advantages and Challenges

• In Event: Supporting Teaching for Conceptual Understanding

Abstract

This study investigated 15 junior high school mathematics teachers’ perceived advantages and challenges of implementing problem-posing-based learning (P-PBL). These teachers were participants in a longitudinal P-PBL project and had been implementing P-PBL lessons in their classrooms. In this proposed presentation, we report results from an analysis of 15 teachers’ interviews, with a focus on their perceived advantages and challenges with respect to P-PBL. The results demonstrated that teachers described numerous challenges in implementing P-PBL. The most frequently mentioned challenges were students’ unfamiliarity with problem posing and their difficulty in getting students engaged in P-PBL. The teachers also noted the advantage of P-PBL in providing an opportunity for them to reflect on their teaching.

Authors

• Yue Ma, University of Delaware

• Jinfa Cai, University of Delaware

• Jaepil Han, University of Delaware

• Stephen Hwang, University of Delaware

• Amy Brown, University of Delaware