Problem-Based Learning: Encouraging Girls in

Secondary MathematicsMAA MathFest

July 29, 2017

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Schettino, C. (2016). A Framework for Problem-Based Learning: Teaching Mathematics with a Relational Problem-Based Pedagogy. Interdisciplinary Journal of Problem-Based Learning, 10(2).

Relational Problem-Based Learning

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An approach to curriculum and pedagogy where student learning and content material are (co)-constructed by students and teachers through mostly contextually-based problems in a discussion-based classroom where student voice, experience, and prior knowledge are valued in a non-hierarchical environment.(Schettino, 2013)

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PBL vs. IBL

• Problem-Based Learning• Geared towards Secondary

Students

• Developing Self-Directed Learners

• Preauthenticated Outcomes

• Reflection/Collaboration

• CCSS Math Practice Standards Focus

• Discourse Driven

• Student Presentations

• Inquiry-Based Learning• Geared towards college level

• More Intellectual maturity and responsibility assumed

• Open-ended outcomes at times

• Student collaboration

• Discourse Driven

• Presentations

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Research Question

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• What is the nature of the relationship between girls’ attitudes towards mathematics and their learning of mathematics during and after experiencing it in an RPBL environment? How do they describe their experiences?

• Enjoyment

• Self-confidence

• Value

• Empowerment

• Agency

Rese

arch

Desig

n

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• Approximately 5 participants, 2 interviews each

• Determine Students’ perceptions of their learning experience in RPBL

Student Interviews

• 2-3 Class Observations per Participant

• Determine students' externally observed learning experience and extent to which RPBL is used by teachers

Classroom Observations

• 2-3 Individual Teachers, 1 interview each

• Determine teachers’ descriptions of students’ learning experiences

Teacher Interviews

• One Journal per Participant

• Read for additional information about student’s description of their learning experience

Student Journals

Data Analysis Samples – “I-poems”

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I You

You’re more in control

You can

You have to participate

You don’t have to

You choose to participate

You want to help

You want to understand

I didn’t understand

I would go up

I could understand

I expected everybody

I have a question

I ask it

I know

You should not do it

You find out the reason why

Then you’re like “OK”

You could, kind of, add in your perspective and it kind of gives this sense like “Ooh, I helped with this problem” and then another person comes in and they helped with that problem, and by the end no one knows who solved the problem. It was everyone that solved the problem. Like, everyone contributed their ideas to this problem and you can look at this problem on the board and you can maybe only see one person’s handwriting, but behind their handwriting is everyone’s ideas. So yeah, it’s a sense of “our problem” it’s not just Karen’s problem, it’s not just whoever’s problem, it’s “our problem”.

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Group & Individual Ownership

Co

nclu

sion

s & Fu

rther

Rese

arch

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RPBL Framework

Connected Curriculum

Justification not

prescription

Shared Authority

Ownership of

Knowledge

-scaffolded problems -decompartmentalized topics -the connected nature of mathematics

Encouragement of individual and group ownership-journals-student presentation,-revoicing and other deliberate discourse moves

Dissolution of authoritarian hierarchy -discourse moves to improve equity-send message of valuing risk-taking and all ideas

-Focus on the “why” in solutions- foster inquiry with multiple perspectives -value curiosity & assess creativity

Contact me

•Twitter @SchettinoPBL

•Email carmelschettinophd@gmail.com

•Blog and website www.carmelschettino.org

•Facebook Page @CarmelSchettinoPhD

•Slideshare Page https://www.slideshare.net/carmelschettino

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