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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 \u003C .01, despite differing instructional approaches. ",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impact-of-problem-based-learning-on-pre-service-teachers-mathematics-pedagogical-content-knowledge-article-4/594073/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impact-of-problem-based-learning-on-pre-service-teachers-mathematics-pedagogical-content-knowledge-article-4/594073.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching approach is evaluated in the study?","Question",{"text":112,"@type":113},"The paper evaluates a student-centred problem-based learning (PBL) approach taught in an undergraduate mathematics education subject for pre-service teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study compare PBL with traditional instruction?",{"text":117,"@type":113},"A quasi-experimental group-by-time design compares outcomes from a PBL group against a similar group taught using a conventional teacher-directed approach.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings indicate about pre-service teachers’ mathematics PCK?",{"text":121,"@type":113},"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 \u003C .01).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594073,1792171282,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 4 | Article 4 |\n| --- | --- |\n| 2022\u003Cbr>The Impact of Problem-based Learning on Pre-service Teachers’Mathematics Pedagogical Content Knowledge\u003Cbr>David A. Martin\u003Cbr>Edith Cowan University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Higher Education Commons |  |\n\nRecommended Citation  \nMartin, D. A. (2022) . The Impact of Problem-based Learning on Pre-service Teachers’ Mathematics Pedagogical Content Knowledge. Australian Journal of Teacher Education, 47(4) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n4.4](http://dx.doi.org/10.14221/ajte.2022v47n4.4)  \n[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)  \nThe Impact of Problem-based Learning on Pre-service Teachers’Mathematics Pedagogical Content Knowledge  \nDavid A. Martin  \nEdith Cowan University  \nAbstract: 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  \nAdvisory Group (TEMAG) report that some tertiary providers  \nworking 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  \neducation 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.  \nContrary 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  \nthose who were taught using a teacher-directed instructional  \napproach, Wilks’ Lambda = . 71, F (1, 35) = 14.33, p \u003C .01.  \nBackground and Context  \nIt 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.  \nLiterature Review  \nToward a Framework: Pedagogical Content Knowledge  \nIn 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","cbCaioZE6nyejvhc","https://ap.wps.com/l/cbCaioZE6nyejvhc","pdf",359323,"English","# Abstract\n# Background and Context\n# Literature Review\n## Toward a Framework: Pedagogical Content Knowledge","[{\"question\":\"What teaching approach is evaluated in the study?\",\"answer\":\"The paper evaluates a student-centred problem-based learning (PBL) approach taught in an undergraduate mathematics education subject for pre-service teachers.\"},{\"question\":\"How does the study compare PBL with traditional instruction?\",\"answer\":\"A quasi-experimental group-by-time design compares outcomes from a PBL group against a similar group taught using a conventional teacher-directed approach.\"},{\"question\":\"What do the findings indicate about pre-service teachers’ mathematics PCK?\",\"answer\":\"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 \\u003c .01).\"}]","The Impact of Problem-based Learning on Pre-service Teachers’ Mathematics Pedagogical Content Knowledge - Article 4 | PDF",1792078483]