id: 05587757
dt: j
an: 2009d.00226
au: Chamberlin, Scott A.; Moon, Sidney M.
ti: How does the problem based learning approach compare to the model-eliciting
activity approach in mathematics?
so: Int. J. Math. Teach. Learn. 2008, 1-27 (2008).
py: 2008
pu: Centre for Innovation in Mathematics Teaching (CIMT) at Plymouth
University, Plymouth; Mathematics Education Department at College of
Nyíregyháza, Nyíregyháza
la: EN
cc: D40 C70
ut: problem-based teaching; instructional modes; teaching-learning processes;
effectiveness; educational research
ci:
li:
ab: Summary: Problem-Based Learning and Model-Eliciting Activities are
recommended instructional strategies for teachers in mathematics. The
Problem-Based Learning (PBL) approach has become quite widespread and
it is used in many grade levels and disciplines. Chronologically,
Model-Eliciting Activities, written specifically for instruction in
mathematics, were developed after the Problem-Based Learning approach
and are not yet as widespread in use as PBL activities. The purpose of
this article is to discuss the similarities and differences in the two
approaches with an emphasis on implementation and outcomes. Theoretical
literature has been used to support the arguments. The authors conclude
that the approach that an instructor selects should be based on the
needs of the students. To optimize instruction, additional empirical
data needs to be compiled from teachers and researchers.
rv: