Math Teachers’ Beliefs, Practices, and Belief Change in Implementing Problem Based Learning in Qatari Primary Governmental School
Ruba Samih Al Said 1, Xiangyun Du 1 * , Hadeel Abdelkarim H M ALKhatib 1, Michael Henry Romanowski 1, Areej Isam Ibrahim Barham 1
More Detail
1 College of Education, Qatar University, QATAR
* Corresponding Author

Abstract

This study explored math teachers’ beliefs regarding their roles, practices and perceived change in implementing Problem-Based Learning in Qatar’s primary government schools. Multiple sources of qualitative data were generated including metaphors, lesson plans and interviews with seventeen math teachers. Although teachers considered PBL as an effective method benefiting student learning and they demonstrated progress in changing their beliefs moving from subject to didactic dimension through PBL implementation, their practices remained partially aligned with their perceived belief changes. This discrepancy could be attributed to several encountered challenges, including teachers’ insecurity and lack of confidence, difficulty in facilitating student collaboration, structural constraints, additional workload, and the lack of school and peer support. Results suggest the need for different types of “problems” and approaches such as more direct instruction, and higher feasibility in teachers’ autonomy when implementing PBL in primary education.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/105849

EURASIA J MATH SCI T, 2019 - Volume 15 Issue 5, Article No: em1710

Publication date: 20 Mar 2019

Article Views: 389

Article Downloads: 229

Open Access References How to cite this article