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Problem-Based Learning and Applied Mathematics

Author

Listed:
  • Sofia Rézio

    (Universidade Atlântica, 2730-036 Barcarena, Portugal
    ISTAR-IUL—Information Sciences, Technologies and Architecture Research Center, 1649-026 Lisbon, Portugal)

  • Marina Pedro Andrade

    (ISTAR-IUL—Information Sciences, Technologies and Architecture Research Center, 1649-026 Lisbon, Portugal
    ISCTE-IUL, University Institute of Lisbon, 1649-026 Lisbon, Portugal)

  • Maria Filomena Teodoro

    (CINAV, Center of Naval Research, Portuguese Naval Academy, 2810-001 Almada, Portugal
    CEMAT, Center for Computational and Stochastic Mathematics, Instituto Superior Técnico, Lisbon University, 1300-663 Lisbon, Portugal)

Abstract

Problem-based learning (PBL) is a teaching method that appeared in the early 1960s and is widely applied in distinct areas nowadays. In the presented manuscript, we describe a PBL methodology use restricted to applied mathematics for problem solving among a group of engineering students in a Portuguese university. In the pandemic context, it was a huge challenge both for the students and for the teacher. Supported by the available literature, the experiment was defined. As it is well known, teachers are not only knowledge transmitters but also designers of teaching initiatives. Thus, teachers and students both have a large role in PBL methodologies, where collaboration, reflection and concepts discussion are essential. In the presented pedagogical challenge, students were devoted to integrating the previous knowledge acquired and the one acquired during the project. This process improved their new competences—both personal and team work. Despite being a recent pedagogical method, PBL is revealed to be an important teaching tool.

Suggested Citation

  • Sofia Rézio & Marina Pedro Andrade & Maria Filomena Teodoro, 2022. "Problem-Based Learning and Applied Mathematics," Mathematics, MDPI, vol. 10(16), pages 1-13, August.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:16:p:2862-:d:885554
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    References listed on IDEAS

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    1. Juan Luis Piñeiro & Olive Chapman & Elena Castro-Rodríguez & Enrique Castro, 2021. "Prospective Elementary Teachers’ Pedagogical Knowledge for Mathematical Problem Solving," Mathematics, MDPI, vol. 9(15), pages 1-23, July.
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