This document discusses problem-based learning (PBL) and its potential to encourage girls in secondary mathematics. PBL is defined as an approach where student learning and content are co-constructed by students and teachers through context-based problems in a discussion-based classroom that values student voice, experience, and prior knowledge. The research aims to understand how girls describe their experiences and attitudes towards math in a PBL environment, specifically looking at enjoyment, self-confidence, value, empowerment and agency. The research design involves student and teacher interviews and observations, as well as student journals. Preliminary findings suggest PBL fosters a sense of shared ownership over problems and knowledge. The document advocates for PBL frameworks that encourage individual and

1. Problem-Based Learning:
Encouraging Girls in
Secondary Mathematics
MAA MathFest
July 29, 2017
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Schettino, C. (2016). A Framework for Problem-Based Learning: Teaching Mathematics with a Relational Problem-Based Pedagogy. Interdisciplinary
Journal of Problem-Based Learning, 10(2).

2. Relational Problem-Based Learning
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An approach to curriculum and pedagogy
where student learning and content material
are (co)-constructed by students and teachers
through mostly contextually-based problems
in a discussion-based classroom where
student voice, experience, and prior
knowledge are valued in a non-hierarchical
environment.
(Schettino, 2013)

3. ©2017

4. PBL vs. IBL
• Problem-Based Learning
• Geared towards Secondary
Students
• Developing Self-Directed Learners
• Preauthenticated Outcomes
• Reflection/Collaboration
• CCSS Math Practice Standards
Focus
• Discourse Driven
• Student Presentations
• Inquiry-Based Learning
• Geared towards college level
• More Intellectual maturity and
responsibility assumed
• Open-ended outcomes at times
• Student collaboration
• Discourse Driven
• Presentations
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5. Research Question
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• What is the nature of the relationship between girls’
attitudes towards mathematics and their learning of
mathematics during and after experiencing it in an RPBL
environment? How do they describe their experiences?
• Enjoyment
• Self-confidence
• Value
• Empowerment
• Agency

6. ResearchDesign
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•Approximately 5 participants, 2 interviews each
•Determine Students’ perceptions of their learning experience in
RPBL
Student
Interviews
•2-3 Class Observations per Participant
•Determine students' externally observed learning experience and
extent to which RPBL is used by teachers
Classroom
Observations
•2-3 Individual Teachers, 1 interview each
•Determine teachers’ descriptions of students’ learning experiences
Teacher
Interviews
•One Journal per Participant
•Read for additional information about student’s description of their
learning experience
Student Journals

7. Data Analysis Samples – “I-poems”
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8. ©2017
I You
You’re more in control
You can
You have to participate
You don’t have to
You choose to participate
You want to help
You want to understand
I didn’t understand
I would go up
I could understand
I expected everybody
I have a question
I ask it
I know
You should not do it
You find out the reason why
Then you’re like “OK”

9. You could, kind of, add in your perspective and it kind
of gives this sense like “Ooh, I helped with this
problem” and then another person comes in and they
helped with that problem, and by the end no one
knows who solved the problem. It was everyone that
solved the problem. Like, everyone contributed their
ideas to this problem and you can look at this problem
on the board and you can maybe only see one person’s
handwriting, but behind their handwriting is everyone’s
ideas. So yeah, it’s a sense of “our problem” it’s not
just Karen’s problem, it’s not just whoever’s problem,
it’s “our problem”.
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Group & Individual Ownership

10. Conclusions&Further
Research
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RPBL
Framework
Connected
Curriculum
Justification
not
prescription
Shared
Authority
Ownership
of
Knowledge
-scaffolded problems
-decompartmentalized topics -the
connected nature of mathematics
Encouragement of individual and
group ownership
-journals
-student presentation,
-revoicing and other deliberate
discourse moves
Dissolution of authoritarian
hierarchy
-discourse moves to
improve equity
-send message of valuing
risk-taking and all ideas
-Focus on the “why” in
solutions
- foster inquiry with
multiple perspectives -value
curiosity & assess creativity

11. Contact me
•Twitter @SchettinoPBL
•Email carmelschettinophd@gmail.com
•Blog and website
www.carmelschettino.org
•Facebook Page @CarmelSchettinoPhD
•Slideshare Page
https://www.slideshare.net/carmelschetti
no
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