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AuthorAl Said, Ruba Samih
AuthorDu, Xiangyun
AuthorALKhatib , Hadeel Abdelkarim H M
AuthorRomanowski, Michael Henry
AuthorBarham, Areej Isam Ibrahim
Available date2020-07-16T20:11:04Z
Publication Date2019
Publication NameEurasia Journal of Mathematics, Science and Technology Education
ResourceScopus
URIhttp://dx.doi.org/10.29333/ejmste/105849
URIhttp://hdl.handle.net/10576/15256
AbstractThis 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.
Languageen
PublisherModestum LTD
SubjectMath classrooms
Metaphors
Problem-Based Learning (PBL)
Qatari primary governmental schools
Teachers' belief about their roles
Teachers' belief change
TitleMath teachers' beliefs, practices, and belief change in implementing problem based learning in Qatari primary governmental school
TypeArticle
Issue Number5
Volume Number15
dc.accessType Open Access


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