Implementing mathematics classroog pbl in a foundation programmem: relevance of problems examples

Abstract

This paper attempts to address the question of relevance of mathematical problems that characterised a problem-based learning (PBL) approach in a foundation programme (FP) mathematics classroom. Lebow’s (1993) criteria were used to conduct a content analysis of the types of mathematics problems privileged in the FP’s classes. The constructivist theory of learning as proposed by von Glasersfeld (1995), Vygotsky (1978) and Freudenthal’s (2000) Realistic Mathematics Education (RME) approach are also invoked to critique the design of the problem tasks. The findings suggest that, to greater or lesser extent, the purposefully selected examples fulfil the requirements of the conceptual frameworks outlined by being problem-centred, learner-centred, real-life oriented, context-bound, open-ended, amenable to multiple solution strategies, collaborative and relatively complex or even messy to the learners, and thus encouraging critical, metacognitive reflexivity and out-of-the-box thinking. The pedagogy contrasts, somewhat, with the teacher-centred traditional lecture methods frequently experienced in high school.