Teaching mathematics through problem solving

Abstract

The purpose and contribution of this paper is to explore and discuss how project-based learning (pbl), a general instructional strategy that can be used in numerous core content areas, can be integrated with teaching mathematics through problem solving (tmps), a mathematics specific classroom approach. This instructional approach, tmps, discusses two elements of a teacher’s facilitation role, including the planning of valuable tasks and the classroom facilitation of this task. We describe and explore a case of a sixth (6th) grade mathematics teacher named Mrs. Miller who incorporated pbl in her teaching. We then address Mrs. Miller’s concerns and perspectives through related observations and connections made by the authors, organized using the essential elements of a teacher’s role in tmps. We believe these essential elements of a teacher’s role in tmps should be maintained when a teacher integrates pbl in his/her practices in order to ensure a project effectively teaches students significant mathematical content.