MATH
116
PROBLEM-BASED STRATEGY IN
MATHEMATICS LEARNING &
APPLICATIONS IN CRITICAL
THINKING
By Alaiza Mae
Arique
By the end of this presentation, the pre-service
teachers will be able to:
LEARNING 1. Define Problem-Based Learning (PBL) in the
context of mathematics education.
OBJECTIVE 2. Differentiate between Problem Solving
S Strategy and Problem-Based Learning.
3. Describe the stages and roles involved in PBL.
4. Identify situations where PBL and problem-
solving strategies are most effective.
5. Apply PBL concepts to critical thinking
contexts such as argumentation, conjecture,
patterning, and conflict resolution.
Group Activity:
The Locked Box Challenge
Group Activity:
The Locked Box Challenge
Instructions:
1. The class will be divided into two groups.
2. Each group will be given 5 clue sets.
3. Work together to solve each clue set and find the
correct
3-digit code.
4. After solving all 5 codes, shout “CODE UNLOCKED!”
5. The first group to shout and have all codes correct
wins!
Group Activity:
The Locked Box Challenge
Example:
The digits form a consecutive sequence.
The sum of the digits is 18.
The middle digit is even.
Answer: 5-6-7
Group Activity:
The Locked Box Challenge
Introducti
• Mathematics education today on
focuses on developing higher-order
thinking skills.
• One effective approach is Problem-Based Learning (PBL).
• This presentation covers PBL, its benefits, comparison with
problem-solving strategy, and its applications in fostering critical
thinking.
Problem-Based
Learning
WHAT IS PROBLEM-BASED LEARNING IN
MATH?
Problem based learning (PBL) is a teaching
strategy during which students are trying solve a
problem or a set problems unfamiliar to them.
PBL is underpinned by a constructivist approach,
as such it promotes active learning. Activities are
carried out with groups of students, typically in a
tutorial or seminar setting.
WHAT IS PROBLEM-BASED LEARNING IN
MATH?
PBL fosters self-directed learning, effective
problem solving, communication and
collaboration skills.
Encourages Teacher acts as a
investigation and facilitator, not just
reasoning. a lecturer.
KEY CHARACTERISTICS OF
PBL
• REALISTIC AND OPEN-ENDED
PROBLEMS
• COLLABORATIVE GROUP WORK
• SELF-DIRECTED LEARNING WITH
MINIMAL DIRECT INSTRUCTION
• INTEGRATION OF MULTIPLE
CONCEPTS TO
SOLVE A PROBLEM
WHY USE PBL?
• IMPROVES CRITICAL THINKING
AND PROBLEM-SOLVING SKILLS
• PROMOTES ENGAGEMENT AND
MOTIVATION
• ENCOURAGES DEEP CONCEPTUAL
UNDERSTANDING
• CONNECTS MATH TO REAL-LIFE
APPLICATIONS
THE PBL PROCESS
TEACHER AND STUDENT
ROLES
TEACHERS STUDENTS
Facilitate learning Explore and
Ask guiding investigate
Collaborate with
questions
Provide resources peers
Formulate and test
Encourage solutions
Present and defend
reflection ideas
Problem Solving
vs. Problem-
based learning
PROBLEM SOLVING
BEST FOR SPECIFIC SKILL PRACTICE AND CLEAR
PROCEDURAL TASKS.
PROBLEM-BASED LEARNING
BEST FOR INTEGRATING CONCEPTS, DEVELOPING
REASONING, AND APPLYING MATH TO REAL-LIFE
CONTEXTS.
PROBLEM-BASED
FEATUR PROBLEM SOLVING
LEARNING
E
Understanding the
Focus Finding the correct answer
process
Problem Type Well-defined Open-ended, real-world
Teacher Role Instructor Facilitator
Investigates and
Student Role Follows steps
collaborates
Time Frame Short, single task Short cycles (1–4 days)
Problem-based
learning
as a Critical
PBL AS A CRITICAL THINKING
TOOL
CONFLICT CONJECTURE
ARGUMENTATIO RESOLUTION REASONS PATTERNING
N
ARGUMENTATIO
N
Argumentation is the thought process
used to develop and present
arguments. It is closely related to
critical thinking and reasoning.
In critical thinking, argumentation involves
constructing logical connections: premises
(supporting statements) leading to a
conclusion.
ARGUMENTATIO
N
EXAMPLE:
In a PBL task about designing the safest
ramp for wheelchair access, students
calculate slopes using different formulas.
One group claims slope m = is safest,
citing the ADA recommendation. Another
group challenges this, saying is okay
because it saves space.
Argumentation: Students present
calculations, standards, and real-life
measurements to justify their chosen slope,
and critique the other group’s reasoning.
CONFLICT
RESOLUTION
Conflict resolution is the process by which
two or more parties reach a peaceful
solution to a disagreement, often through
negotiation and reasoning, not force.
Solving disagreements respectfully and
fairly.
CONFLICT
RESOLUTION
EXAMPLE:
During a group activity to solve a system of
equations representing ticket sales, one
student prefers substitution, another
prefers elimination.
Conflict Resolution: They decide to solve it
both ways, compare results, and agree to
present the method they find clearer for the
audience.
CONJECTURE
REASONS
A conjecture is an unproven claim or
hypothesis based on patterns or
observations. It is common in mathematics
and science.
Conjectures arise when one notices a
pattern that holds true for many cases.
However, just because a pattern holds true
for many cases does not mean that the
pattern will hold true for all cases.
Conjectures must be proved for the
CONJECTURE
REASONS
EXAMPLE:
While exploring the sum of the first n odd
numbers, students notice:
1=, 1+3=, 1+3+5
=
Conjecture & Reasoning: “The sum of the
first n odd numbers is ”. They try n=4,5,6
to test the pattern, then attempt a proof
using algebra or visual representation.
PATTERNING
Patterning involves recognizing repeated
sequences or structures in data, like
shapes, numbers, words, or behaviors.
In Mathematics, patterns are sequences
that repeat according to a rule or rules. A
rule is a set way to calculate or solve a
problem.
PATTERNING
EXAMPLE:
In a PBL challenge about predicting phone
plan costs, students record:
• 1 GB → ₱150
• 2 GB → ₱300
• 3 GB → ₱450
Patterning: Recognizing the linear pattern
helps them write the function C=150g and
predict future costs.
CONCLUSION
Problem-Based Learning (PBL) is more than just a
teaching strategy as it is a mindset that places students at the
center of the learning process. By engaging learners in real-
world, open-ended problems, PBL develops essential skills
such as reasoning, collaboration, and adaptability. Its
application to argumentation, conflict resolution, conjecture,
and pattern recognition demonstrates its power in fostering
critical thinking within mathematics. As future educators,
embracing PBL means preparing students not only to solve
problems but to approach challenges with curiosity, creativity,
Thank You for
listening!
REFERENC
ES
Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief
overview. New Directions for Teaching and Learning, 1996(68), 3–12.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students
learn? Educational Psychology Review, 16(3), 235–266.
Jonassen, D. H. (2011). Learning to solve problems: A handbook for designing
problem-solving learning environments (2nd ed.).
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods:
Definitions, comparisons, and research bases. Journal of Engineering Education,
95(2), 123–138.
Tan, O. S. (2003). Problem-based learning innovation: Using problems to power
ASSESS
MENT
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
1. Problem-Based Learning (PBL) is primarily based on which
teaching philosophy?
A. Constructivism
B. Behaviorism
C. Essentialism
D. Perennialism
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
2. In PBL, the teacher’s main role is to:
A. Facilitate learning
B. Provide daily quizzes for recall
C. Model every solution before practice
D. Present a detailed lecture on each topic
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
3. Which of the following is a key characteristic of Problem-
Based Learning?
A. Practice activities that focus on a single skill
B. Guided demonstrations of a fixed solution process
C. Step-by-step instruction for mastering a specific formula
D. Realistic, open-ended problems that integrate multiple concepts
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
4. Which statement best explains the difference between PBL
and traditional problem solving?
A. PBL and problem solving require the same approach for every task
B. PBL avoids real-life applications, while problem solving promotes
them
C. Problem solving focuses on collaboration, while PBL focuses on
independent work
D. PBL emphasizes real-world processes, while problem solving often
targets one correct answer
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
5. In the context of critical thinking, “argumentation” refers
to:
A. Listing facts without explanation
B. Sharing opinions without evidence
C. Presenting unrelated statements for discussion
D. Building logical connections between supporting statements and a
conclusion
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
6. Which scenario best demonstrates “patterning” in
mathematics?
A. Writing down a list of random numbers
B. Using a calculator for each separate computation
C. Identifying a repeated relationship in a number sequence
D. Completing exercises that practice a single arithmetic operation
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
7. During a PBL activity, a group is designing a budget plan
for a school event. Which action shows self-directed
learning?
A. Copying another group’s completed budget
B. Using sample prices from an unrelated example
C. Waiting for the teacher to give all the required amounts
D. Researching actual catering prices and integrating them into the
plan
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
8. In a PBL ramp design task, a group uses the ADA slope
guideline (1/12) to justify their answer. This demonstrates:
A. Patterning
B. Argumentation
C. Procedural recall
D. Conflict resolution
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
9. While exploring the sequence 1, 3, 5, 7..., students claim
that the sum of the first n odd numbers equals n². This is an
example of:
A. Making a conjecture
B. Recording unrelated data
C. Applying a fixed formula
D. Resolving a disagreement
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
10. In a ticket sales PBL activity, one student prefers
substitution while another prefers elimination. They compare
results and decide which to present. This process is an
example of:
A. Conflict resolution
B. Pattern recognition
C. Argumentation
D. Data gathering
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
11. Which situation best shows integration of multiple
concepts in PBL?
A. Practicing multiplication tables repeatedly
B. Calculating the area of a rectangle using a single formula
C. Measuring a single object without making further calculations
D. Designing a school garden layout using measurement, budgeting,
and geometry
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
12. In a PBL investigation about rainfall and crop growth,
students find that higher rainfall in certain months
corresponds with taller plants. Recognizing this relationship is
an example of:
A. Patterning
B. Argumentation
C. Conflict resolution
D. Self-directed learning
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
13. A class is tasked with creating a water filtration system.
One design is quick to assemble, while another filters water
more effectively but takes longer to build. Which decision-
making process aligns with PBL principles?
A. Comparing the benefits and limitations of each design, then
selecting the most suitable
B. Choosing the design with the least assembly steps
C. Following the design from the teacher’s example
D. Voting on the design most students like
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
14. During a PBL science-math integration activity, two
different formulas are proposed to calculate wind energy
output. What is the most effective way to decide which
formula to use?
A. Apply both formulas to sample data and evaluate accuracy and
usefulness
B. Choose the formula suggested by the loudest group member
C. Use the formula from last year’s project without testing
D. Select the formula that seems easier to compute
A. MULTIPLE
CHOICE
Direction: Choose the letter of the correct answer. Write your answer
in a ½ crosswise.
15. A teacher wants to introduce PBL in geometry. Which
activity would best promote creative application of PBL
concepts?
A. Copying a floor plan from a textbook
B. Calculating the area of a given triangle
C. Listing all formulas for the area of polygons
D. Designing a floor plan for a small shop that meets specific size and
cost requirements
B. ESSAY (5
POINTS)
How can Problem-Based Learning (PBL) help students learn
mathematics and apply it in real life? Answer in more or less 5
sentences. You will be graded according to the content of your
answer, the completeness of your explanation, and the clarity of
your ideas.