Problem-Based Learning the 4 Core Areas

in the search of excellence in mathematics education EARCOME 5, 18-22 August 2010 Tokyo
Teoh Boon Tat, Warabhorn Preechaporn & Leong Chee Kin Mathematics Education Specialists SEAMEO RECSAM

PBL4C

Synopsis: The Prime Minister has decided to rebuild the garden of the official guest residence. He has invited international renowned companies to design and bid for the project tender to make the garden an international icon with local architecture and flavour.

Scenario 1: Job Application Scenario 2: Designing the Garden & Drawing the Plan Scenario 3: Calculating the Cost Scenario 4: World Financial Crisis Strikes Scenario 5: Presenting the Garden Design & the Price Tag
3

Among the Processes of a PBL lesson: Identifying the problem at hand Gathering the information given unique to the problem Procuring extra information in the view of finding a solution to the problem Generating possible solutions Communicating, accommodating, selecting and executing the best solution Making a presentation of the solution Evaluation Self, Peer & Facilitator (Finkle & Torp, 1995; Lambros, 2002; Wee, 2004) 74658
4

Contents

Skills

Thinking processes (HOTS)

The purpose of using the PBL approach

is to solve Real Life Problems the Real Life Way

But What Kind of Problems?
6

Intelligent chemists with undisputed content knowledge and acquired skills harnessing their thinking processes to solve the problems that they are facing. What kind of problems ?

Contents

Skills

Appropriate Thoughts

Values

1. Content:
Subject specific - Mathematics
Measurement Scale drawing Geometrical construction Loci Cost and price Percentage Lines & curves Transformation

2. Skills:
Subject specific - Mathematics
Accuracy in Geometrical drawing Calculatoring MS Excel computing 2D and 3D relationship Visualisation Representation

Non-subject specific
Communication skills Interpersonal skills Observation skills Listening skills Presentation skills Problem solving skills ICT skills

Non-subject specific
English Language Environmental Studies Accounting Local Culture Botany Careers - recognizing skills needed in specific jobs / tasks

3. Thinking Processes:
Subject specific - Mathematics
Number sense Suitability of geometrical solids in gardens

4. Values:
Real Values & Pseudo Values
Sustainable development Change management Emotion management Ego management Stress management Conflict management - acceptance of opposing views, managing losing and winning tenders Reasonable profit Harmlessness Living in moderation Honesty Patience Team accountability Cooperative team spirit 10 Diligence

Non-subject specific
Recall Reasoining Analytical thinking Creative thinking Critical thinking Thoroughness in accounting Task priority Decision making Real life problem of planning and designing a garden

Values are very subjective

very personal beliefs which one deems valuable

Values are universal Values protect the person & the society Some characteristics of values
Believe in the sanctity of lives Respect of possessions material, human and non-human Truth in speech refrain from lies, cheats, hiddenness Avoidance of intoxicants drugs etc etc etc etc
11

Real Values Manages: Hatred & Anger compassion, empathy Greed & Selfishness generosity, Egoistic mentality, Pseudo Values Cooperative spirits Diligence,

12

Proposals Not to only teach content or even skills but to include teaching the mind (thoughts) & heart (values) Teaching HOTS can be very dangerous without values as essential guides To be practised & emphasised in classrooms in preparing for the outside world Not restricted to Maths but holistic learning as incorporated in a nations education framework To promote more sustainable, peaceful and harmonious living
13

Goal

A Culture of PEACE
(Education for International & Intranational Understanding EIU) (Education for Interpersonal & Intrapersonal Understanding)
Harmonising Outer & Inner peace
14

Goal

UNESCO Slogan: Building peace in the minds of people

[Inner Peace manifesting in Outer Peace]
15

Highly intelligent professor with obvious academic and professional knowledge, with thoughts of solving his problem by exercising his forging skills in an unwise decision
16

Problem-Based Learning the 4 Core Areas

PBL4C
In the search of excellence in mathematics education EARCOME 5, 18-22 August 2010 Tokyo
Teoh Boon Tat, Warabhorn Preechaporn & Leong Chee Kin Mathematics Education Specialists SEAMEO RECSAM boontat_teoh@recsam.edu.my

17