Elevating Math Education Through Problem-Based Learning – EdSurge News

You don’t become a skilled mountain climber by just reading or watching others climb. You become proficient by hitting the mountains, climbing, facing challenges and getting right back up when you stumble. And that’s how people learn math.

The Traditional Approach

Problem-based learning has a rich history in American education, with John Dewey laying the theoretical groundwork in 1916 and McMaster University pioneering the PBL program for medical education in 1969. More recently, the National Council of Teachers of Mathematics published Principles and Standards for School Mathematics in 2000, setting forth a vision that emphasized problem-solving, reasoning and communication, aligning closely with the principles of PBL. It encouraged teachers to design learning experiences that engaged students in meaningful mathematical thinking and problem-solving.

Yet, PBL as a pedagogy has seen varied levels of adoption in math classrooms across the United States, with many math teachers falling back on traditional teachings of formulas and procedures. In 1998, critical research that examined data from the Third International Mathematics and Science Study (TIMSS) revealed teaching methods varied significantly across cultures, resulting in a “teaching gap.” According to video documentation in the study, U.S. math teaching predominantly focused on procedural skills, where students spent most of their time acquiring isolated skills through repetition. In contrast, Japanese teaching was measurably more focused on deeper understanding, where students engaged more with solving challenging problems collaboratively.

Not “Math People”

The procedural approach can be effective for students who thrive in structured environments and excel at memorizing formulas and algorithms. However, for many students, this approach leads to a sense of disengagement and a belief that they are not “math people,” a negative self-perception connected with math anxiety. Math anxiety can increase cognitive load, which is the mental effort required to process information. When students are anxious about math, their working memory resources may be diverted to managing the anxiety rather than focusing on solving mathematical problems, resulting in decreased performance in procedural tasks.

So what makes PBL different? The key to making it work is introducing the right level of problem. Remember Vygotsky’s Zone of Proximal Development? It is essentially the space where learning and development occur most effectively – where the task is not so easy that it is boring but not so hard that it is discouraging. As with a mountaineer in training, that zone where the level of challenge is just right is where engagement really happens.

I’ve seen PBL build the confidence of students who thought they weren’t math people. It makes them feel capable and that their insights are valuable. They develop the most creative strategies; kids have said things that just blow my mind. All of a sudden, they are math people.

Supporting Teachers With Implementation

Why aren’t more math teachers adopting problem-based learning in their class lessons? One main stumbling block is a lack of teacher training in PBL methods. Implementing PBL effectively requires a shift in the role of the teacher from a knowledge provider to a facilitator of learning.

In my experience introducing the problem-based curriculum Imagine IM to teachers, professional learning is key to helping teachers make that shift. Experiencing PBL firsthand allows teachers to develop a deeper conceptual understanding of math while building confidence in their own teaching practices. Teachers are not only mastering content knowledge but also shifting mindsets to a more exploratory and inquiry-based approach. I see the same reactions in teachers as I do from students, the same joy in being creative with math: “Hey, I did it! I figured it out!” And then after that — and this is what we do at Imagine Learning — ongoing support and coaching are critically helpful.

Skills and Understanding

Despite the challenges, the trend toward PBL in math education has been growing, driven by evidence of its benefits in developing critical thinking, problem-solving skills and a deeper understanding of mathematical concepts, as well as building more positive math identities. The incorporation of PBL aligns well with the contemporary broader shift toward more student-centered, interactive and meaningful learning experiences. It has become an increasingly important component of effective math education, equipping students with the skills and understanding necessary for success in the 21st century.

At the heart of Imagine IM lies a commitment to providing students with opportunities for deep, active mathematics practice through problem-based learning. Imagine IM builds upon the problem-based pedagogy and instructional design of the renowned Illustrative Mathematics curriculum, adding a number of exclusive videos, digital interactives, design-enhanced print and hands-on tools.

The value of Imagine IM’s enhancements is evident in the beautifully produced Inspire Math videos, from which the mountaineer scenario stems. Inspire Math videos showcase the math for each Imagine IM unit in a relevant and often unexpected real-world context to help spark curiosity. The videos use contexts from all around the world to make cross-curricular connections and increase engagement.