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Published on: September 11, 2021
Teachers' Beliefs and Instructional Implementation of Mathematical Problem Solving Within Project-Based Learning
1School of Mathematics and Statistics, Central China Normal University, No. 152 Luoyu Road, Wuhan 430079, China.
Behavioral Sciences (Basel, Switzerland)
|July 28, 2026
Summary
Chinese teachers largely support student-led mathematical problem solving (MPS) in project-based learning (PBL), emphasizing creativity and application. However, some tensions exist between exploration-focused and content-focused teaching approaches.
Area of Science:
- Mathematics Education
- Curriculum Reform
- Pedagogical Beliefs
Background:
- China's latest mathematics curriculum reform emphasizes project-based learning (PBL) with mathematical problem solving (MPS) as a core component.
- PBL in this context is defined as student-led inquiry within authentic, real-world settings.
Purpose of the Study:
- To investigate mathematics teachers' beliefs regarding mathematical problem solving (MPS) within project-based learning (PBL).
- To analyze how these teacher beliefs are enacted in the planning and execution of mathematics lessons.
Main Methods:
- A qualitative research approach using the constant comparative method.
- Data collection involved interviews, lesson plans, and reflective accounts from 14 participating mathematics teachers.
Main Results:
- Most teachers expressed beliefs aligning with MPS as application and creativity, viewing themselves as facilitators of student exploration.
- Lesson plans reflected these beliefs, incorporating personally and socially relevant contexts with challenging, open-ended tasks.
- A minority of teachers showed a preference for procedure-focused instruction, indicating a tension between exploration- and content-oriented pedagogical approaches.
Conclusions:
- Teachers' espoused beliefs about MPS in PBL generally align with their teaching practices, but underlying tensions persist.
- Addressing these tensions requires sustained, long-term professional development, supported by institutional resources and teacher autonomy.
- Understanding teachers' beliefs is crucial for the successful implementation and progress of curriculum reforms in mathematics education.
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