Problem-Based Learning

Inclusive math classrooms share some common traits. Research suggests that inclusive mathematics teaching that increases student achievement has two central features: first, both teachers and students explicitly target conceptual development and problem-solving skills; second, teachers give students the time to wrestle with important mathematics (Hiebert & Grouws, 2007). PBL incorporates both of these features. PBL targets conceptual understanding and improves problem-solving skills.
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Unit 4. PBL Promotes Inclusion in Math Classrooms

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Course Progress

Traditionally, math classrooms focused on procedures and algorithms. The students were taught one way to approach a problem and how to arrive at the one answer. Math was not considered a subject for discussion or creative thinking. While some students were successful at following the provided algorithm to solve a problem, they could not explain or understand the mathematical
“Make the process of learning transparent to students. Tell them they should EXPECT to get confused. Tell them in real time when a behavior they choose builds their understanding and even point out the opposite. Make learning a hike through peaks and valleys. It’s the journey that builds understanding, not the destination. ~ Laura Evans concepts (Abramovich, 2014). Many students were left feeling confused and marginalized in the math classroom. PBL, on the other hand, asks students to discuss and solve a problem
through creativity and communication and promotes inclusion in the math classroom.

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Course Content

Course Content
Reflection Question

PBL promotes inclusion in the math classroom. What aspect of PBL do you think is most crucial in promoting inclusion and why?

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