NARRATING A TEACHER’S USE OF STRUCTURED PROBLEM-BASED LEARNING IN A MATHEMATICS LESSON

Problem-Based Learning (PBL) is an inquiry method of learning that allows students to process and acquire new information through the use of ill-structured problem that do not have enough information to be solved. This present study implemented a structured PBL approach whereby the teachers guided the students in stages and time allocation was given in each stage, depending on the task. A qualitative design approach was used in this research to investigate the role of the teacher as a facilitator in using a structured PBL. The participants in this study were a class of Year 9 students and a mathematics teacher in a Brunei secondary school. They had previously experienced conducting a typical PBL, however, implementing the structured PBL was a first for them. From the in-class and video-recorded lesson observations, field notes and teacher interview, the results showed that questioning techniques and PBL facts list were used to monitor and guide the students to construct the solutions to the particular mathematics problem. The teacher was able to facilitate students in groups whereby she went to every group to ask questions. Through questioning, the teacher was able to initiate discussions among the students in the group. The PBL facts list on the other hand not only helped the students to be more organised but it was also useful for the teacher to monitor the students’ progress.