The problem-based approach in mathematics teaching and its impact on mathematical problem-solving performance
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Abstract
Problem-solving is a key aspect of mathematics instruction. Although it is part of several national curricula, its implementation is still being vastly explored. This research aimed to investigate and update the existing educational process in mathematics teaching in primary education by designing and evaluating an experimental model of problem-based mathematics education. The study used a pedagogical experiment, with a sample of 240 pupils in Grade 3 from four selected Slovenian primary schools. The results showed that the use of an experimental model of problem-based learning had a statistically significant effect on pupils’ mathematics achievement in all the domains of mathematics in terms of numbers, geometry, logic, and set theory. The study suggests that modern school reforms should focus on problem-based mathematics instruction as a means of achieving meaningful and lasting knowledge in students.
Keywords: Achievement; experiment; mathematics; problem-solving; problem-based instruction.
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