Problem based learning for mathematics teaching

a systematic review

Abstract

The practice of teaching Mathematics, even today, consists essentially of the traditional expository class model, becoming discouraging for students and, in many cases, contributing to poor school performance. Problem-Based Learning (PBL) is a teaching strategy focused on the student, who leads their own learning. In this sense, the general objective of this study is to understand to what extent PBL can contribute to the teaching of Mathematics and, consequently, to the improvement of the students' learning process. To this end, we propose to carry out a systematic literature review. The results show that the use of PBL in the classroom generated more dynamic classes, since students were cooperative and interested, with an evident construction of meanings of the mathematical contents explored. It was concluded that the use of active methodologies, such as PBL, requires a greater investment in teacher training, both initial and continuous, since teaching is characterized as a process that demands constant improvement of the knowledge necessary for professional activity.