
05587757
j
2009d.00226
Chamberlin, Scott A.
Moon, Sidney M.
How does the problem based learning approach compare to the modeleliciting activity approach in mathematics?
Int. J. Math. Teach. Learn. 2008, 127 (2008).
2008
Centre for Innovation in Mathematics Teaching (CIMT) at Plymouth University, Plymouth; Mathematics Education Department at College of Ny\'{\i}regyh\'aza, Ny\'{\i}regyh\'aza
EN
D40
C70
problembased teaching
instructional modes
teachinglearning processes
effectiveness
educational research
Summary: ProblemBased Learning and ModelEliciting Activities are recommended instructional strategies for teachers in mathematics. The ProblemBased Learning (PBL) approach has become quite widespread and it is used in many grade levels and disciplines. Chronologically, ModelEliciting Activities, written specifically for instruction in mathematics, were developed after the ProblemBased 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.