How Do Students Perceive Problem-Based Learning?

Does problem-based learning mean students need to forget everything they knew about how to act in math class?

As a teacher, and then as a coach and teacher-educator, I’ve been thinking for a long time about the shifts teachers need to make when using a problem-based curriculum like the IM Math curricula. Recently, though, I’ve gotten to be in classrooms not as a coach or a teacher, but just to observe. Sitting with the students, experiencing math class from their perspective, I’ve been reflecting a lot on the demands placed on them as learners in a problem-based setting.

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The Illustrative Mathematics Team Reflect on the 5 Practices

The entire Illustrative Mathematics team spends a lot of time reading about teaching and learning. Most recently, we have been reading—some of us rereading—and reflecting on the 5 Practices for Orchestrating Productive Mathematics Discussions by Mary Kay Stein and Margaret Schwan Smith. Members of the team were asked to reflect on the following two questions to share with the Illustrative Mathematics community:

  • What idea stood out to you when reading the 5 Practices for Orchestrating Productive Mathematics Discussions?
  • Why do you feel this idea is important?

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