Analysis of the Teacher's Role in Facilitating Active Student Engagement in Problem-Based Learning in Mathematics Classrooms
Abstract
Abstract: This study, conducted between 2013 and 2014, aims to explore the pivotal role of teachers in fostering student engagement within the realm of Problem-Based Learning (PBL) in mathematics. Employing a Systematic Literature Review as the research method, the focus is on qualitative studies delving into teacher-student interactions. The findings highlight teachers' multifaceted roles as instructors, facilitators, and motivators in PBL mathematics, utilizing diverse strategies, including active learning and technology, to augment student engagement. The learning environment emerges as a crucial factor contributing to heightened student involvement. Teachers confront challenges such as students' limited understanding and inadequate ICT infrastructure. The research implications underscore the imperative adoption of active learning strategies, the creation of supportive learning environments, and the diversification of learning activities. Future trends encompass technology integration, teacher competency development, and the necessity for further research on teacher beliefs. In conclusion, this study accentuates the pivotal role teachers play in stimulating student engagement in PBL mathematics, emphasizing the ongoing exploration of teacher beliefs and practices alongside the development of suitable professional development models. The insights from this study are anticipated to offer valuable perspectives and practical solutions for enhancing student engagement in problem-based mathematics learning..
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