The Impact of Problem-based Learning on Pre-service Teachers’ Mathematics Pedagogical Content Knowledge - Article 4

Q: What teaching approach is evaluated in the study?

The paper evaluates a student-centred problem-based learning (PBL) approach taught in an undergraduate mathematics education subject for pre-service teachers.

Q: How does the study compare PBL with traditional instruction?

A quasi-experimental group-by-time design compares outcomes from a PBL group against a similar group taught using a conventional teacher-directed approach.

Q: What do the findings indicate about pre-service teachers’ mathematics PCK?

PSTs in the PBL group developed mathematics PCK at levels comparable to those taught with teacher-directed instruction (Wilks’ Lambda = .71, F (1, 35) = 14.33, p < .01).

Oct 15, 2026

Upload by Franzy

This study examines how a student-centred problem-based learning (PBL) approach affects third-year Bachelor of Education pre-service teachers’ (PSTs) mathematics pedagogical content knowledge (PCK) in an undergraduate mathematics education subject. A quasi-experimental group-by-time design compares a PBL group with a conventional teacher-directed group. Results show comparable mathematics PCK development across groups, with Wilks’ Lambda = .71, F (1, 35) = 14.33, p < .01, despite differing instructional approaches.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Background and Context

Literature Review

Toward a Framework: Pedagogical Content Knowledge

Australian Journal of Teacher Education | Volume 47 Issue 4 | Article 4 | | --- | --- | | 2022
The Impact of Problem-based Learning on Pre-service Teachers’Mathematics Pedagogical Content Knowledge
David A. Martin
Edith Cowan University
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Higher Education Commons | | Recommended Citation Martin, D. A. (2022) . The Impact of Problem-based Learning on Pre-service Teachers’ Mathematics Pedagogical Content Knowledge. Australian Journal of Teacher Education, 47(4) . [http://dx.doi.org/10.14221/ajte.2022v47n4.4](http://dx.doi.org/10.14221/ajte.2022v47n4.4) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss4/4](https://ro.ecu.edu.au/ajte/vol47/iss4/4) The Impact of Problem-based Learning on Pre-service Teachers’Mathematics Pedagogical Content Knowledge David A. Martin Edith Cowan University Abstract: Predictors of teacher effectiveness in relation to student achievement are based on the ability to use a range of evidence-based teaching strategies. Australia’s Teacher Education Ministerial Advisory Group (TEMAG) report that some tertiary providers working with pre-service teachers (PSTs) are using pedagogical practices which are not informed by established research. This paper reports on the impact a student-centred, PBL teaching approach had on third-year Bachelor of Education PSTs’PCK in a mathematics education subject, compared to a similar group taught using a conventional teacher-directed approach. A quasi-experimental groupby-time design was used to determine the impact of the intervention. Contrary to meta-analyses regarding the efficacy of PBL compared to teacher-directed instruction, findings from this study show the PSTs from the PBL group developed their mathematics PCK as well as those who were taught using a teacher-directed instructional approach, Wilks’ Lambda = . 71, F (1, 35) = 14.33, p < .01. Background and Context It is stated in the international literature (Carroll & Foster, 2010; National Research Council, 2010; Office for Standards in Education, 2005; TEMAG, 2014) that knowledge of subject matter and pedagogical approaches are important elements of teacher effectiveness, and therefore, should be a focus of PST education. In Australia, the TEMAG (2014) presented 38 recommendations which they believe will provide the structural change needed to strengthen its initial teacher education programs. Recommendation 6 requires initial accreditation of teacher education programs to be linked to tertiary providers demonstrating that their programs use evidence-based pedagogical approaches (TEMAG, 2014, p. xii) . Recommendation 14 requires that “higher education providers deliver…a range of pedagogical approaches that enable PSTs to make a positive impact on the learning of all students”(2014, p. xiii) and further stating “the difference between expert teachers and preservice teachers is this depth of pedagogical content knowledge”(2014, p. 18) . The study reported here investigates PBL used in a semester-long undergraduate mathematics education subject in order to provide evidence of its potential value in pedagogical practice for developing the mathematics PCK ofPSTs. The National Australian Curriculum strands and sub-strands of Algebra, Measurement, Geometry and Probability and Statistics provide the content for the mathematics education subject the participants were studying. Literature Review Toward a Framework: Pedagogical Content Knowledge In this paper, the author adopts a representation of mathematics PCK based on GessNewsome’s (1999) transformative model, where PCK exists as a separate knowledge base rather than occurring when content and pedagogical knowledge are integrated by the teacher during instruction. Th

FAQs

What teaching approach is evaluated in the study?

The paper evaluates a student-centred problem-based learning (PBL) approach taught in an undergraduate mathematics education subject for pre-service teachers.

How does the study compare PBL with traditional instruction?

A quasi-experimental group-by-time design compares outcomes from a PBL group against a similar group taught using a conventional teacher-directed approach.

What do the findings indicate about pre-service teachers’ mathematics PCK?

PSTs in the PBL group developed mathematics PCK at levels comparable to those taught with teacher-directed instruction (Wilks’ Lambda = .71, F (1, 35) = 14.33, p < .01).

Oct 15, 2026

Upload by Franzy