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Godišnjak Pedagoškog fakulteta u Vranju
2016, iss. 7, pp. 363-374
article language: Serbian
document type: Review Paper
published on: 14/05/2016
doi: 10.5937/gufv1607363J
Application of problem-based learning in elementary mathematics
Univeristy of Niš, Teacher Training Faculty, Vranje

Abstract

In contemporary teaching the focus is moving from mere obtaining of knowledge towards the process of knowledge acquisition, and one of the basic tasks of contemporary schools is to prepare the students for independent learning and development of their creative thinking. Problem-based learning, being a type of learning where a student is presented with a problem which can be solved with reorganization of already existing knowledge, enables the achievement of these goals to a great extent. This paper presents the results of a research whose goal was to examine the opinions and attitudes of teachers on frequency and importance of problem-based learning application, and on all the ways the problem-based learning can be organized in mathematics classes, as well as to analyze the opinions and experiences of students with mathematics taught by application of problem-based learning. 67 teachers and 94 third grade students of different primary schools in Vranje have been surveyed. The results show that both teachers and students have positive opinion on the application of problem-based learning in mathematics. The teachers are familiar with the importance and advantages of problem-based learning application, but are not familiar enough with the basic didactic-methodical demands which have to be followed during planning, organization and realization of this type of teaching. The classes organized in this manner have been found rather interesting by the students, and majority of them would like to experience these kind of classes more often, not only when it comes to mathematics but also the other subjects. They also believe that the acquisition of knowledge in this way requires maximal activity and that the acquired knowledge is superior in quality.

Keywords

problem-based learning; elementary mathematics; curriculum content

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