Welcome to Problem-Based Learning: Developing Technology Based Tasks


Research Questions:

General Question: What are the observed behaviors and reported experiences of 11th grade Algebra II students when implementing problem-based learning?

Specific Questions: What are the effects of problem-based learning on students' ability to think for themselves?

What are the effects of problem-based learning on students' understanding math's purpose?

What are the effects of problem-based learning on students' written communication skills?


Nature of Investigation

1. Create a virtual global network of educators and technology enthusiasts who are willing to share their perspectives and strategies regarding problem-based learning and to assist in my professional development as a technology-inclusive educator.
2. Investigate the question, "How do others approach Problem–based learning?" and explore how other math educators answer this question.
3. Research Problem Based Learning practices and implementation strategies.
4. Develop 6 math-focused, real-world problems relying on the use of technology from the teaching and learning perspectives.
5. Create 6 lesson plans around the developed problems.
6. Read and respond to 3 key texts and a variety of professional journal articles.

Resources

1. Virtual, global network of technology and math enthusiasts and educators

2. Text:
  • Boss, S. & Krause, J. (2007). Revinventing project-based learning: Your field guide to real-world projects in the digital age. Washington, DC: International Society for Technology in Education.
  • Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, NJ: Pearson Education.
  • Ronis, D. (2008). Problem-Based Learning for Math & Science: Integrating Inquiry and the Internet (2nd ed.). Thousand Oaks, CA: Corwin Press.

3. Various journal articles related to implementing problem-based learning and technology

  • Azer, S. A. (2009). Problem-Based Learning in the Fifth, Sixth, and Seventh Grades: Assessment of Students' Perceptions. Teaching and Teacher Education: An International Journal of Research and Studies, 25(8), 1033-1042.
  • Clarke, D., & Roche, A. (2009). Using Mathematical Tasks Built around "Real" Contexts: Opportunities and Challenges for Teachers and Students. Australian Primary Mathematics Classroom, 14(2), 24-31.
  • Kwon, O., Park, J., & Park, J. (2006). Cultivating Divergent Thinking in Mathematics through an Open-Ended Approach. Asia Pacific Education Review, 7(1), 51-61.
  • Ridlon, C. L. (2009). Learning Mathematics via a Problem-Centered Approach: A Two-Year Study. Mathematical Thinking and Learning: An International Journal, 11(4), 188-225
  • Partnership for 21st Century Skills. (2002). Learning for the 21st century. Retrieved May 26, 2011, from http://www.p21.org/index.php?option=com_content&task=view&id=925&Itemid=185
  • Pearlman, B. (2006). Twenty-first century learning in schools. New Directions for Youth Development, volume 2006 (110), p. 101-112.

4. Wikispace used to communicate about ideas, websites, articles, and progress of assignments

5. Prentice Hall Algebra 2 textbook

Performance Evaluation
  1. 10% - Weekly blog posts reflecting on communication with my technology network and other educators’ approaches to problem-based learning
  2. 10% - Weekly posts and updates to the wikispace
  3. 30% - Six math-focused, real-world problems
  4. 10% - Corresponding lesson plans for each of the six problem (6 total lesson plans)
  5. 10% - Mock classroom instruction implementing one of the completed lesson plans
  6. 30% - Written response to the books and journal articles