Problem-Based Learning in Mathematics: Increasing Student Engagement

Abstract

This study explored the strategies of teachers in teaching problem-based learning in Mathematics to increase student engagement. There were ten (10) teachers of Davao Central District, Division of Davao City who participated in the study.  This study made use of a phenomenological approach to extract the ideas of the participants. The in-depth interview was employed to gather information with regard to their respective teaching strategies and coping mechanisms. Using the thematic analysis, the following themes emerged: the strategies of teachers dealt with selecting relevant problems, facilitating student inquiry, and adjusting the complexity. The identified coping mechanisms with the challenges were intensifying student engagement, adapting to varied learning styles, and ensuring equity in learning. The insights drawn from the findings of the study were contextualizing relevance, enhancing lifelong learning skills, and imposing intrinsic motivation. Results revealed that teachers as facilitators of learning should accommodate learners’ diverse needs to increase student engagement. Providing them with engaging and interactive activities can also develop critical and problem-solving skills. Moreover, scaffolding the lessons and providing meaningful opportunities for all so that learners can make connections and increase engagement and understanding.  To make this study meaningful, publication in a reputable journal is essential.