Teachers’ Changes in Implementing Problem-Posing-Based Learning: Advantages and Challenges in a Longitudinal Study (Poster 46)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Teachers' Knowledge and Teaching Practices in Mathematics

Abstract

This study investigated 17 middle school mathematics teachers’ views on the advantages and challenges of implementing problem-posing-based learning (P-PBL) in a longitudinal P-PBL project. Ten teachers (Set B1) were new to the project, and seven teachers (Set A3) had been involved for 3 years. We analyzed interviews to compare (a) advantages and challenges with respect to P-PBL for Set B1 and Set A1 teachers (Authors, 2024); and (b) changes in advantages and challenges for Set A3 teachers. Results showed that Set A1 and Set B1 teachers tended to identify more challenges than advantages and recognize more advantages to students than to teachers, whereas the Set A3 teachers tended to recognize more advantages and fewer challenges, with the challenges becoming more specific.

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