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NAME: AIN B.

BUENO
COURSE/YEAR: BSED-3
TIME SCHEDULE: 4:00-5:00PM (MWF)
1. RESEARCH BASED LEARNING
ABSTARCT
Recent years have been marked by a revival of interest in research and especially its transfer in
the Romanian educational system. Efforts to promote research have been made by both national
bodies and universities. Interest in research transfer has even increased and some authors believe
that educational practices are not enough based on research findings.
FINDINGS

There is a number of information about research transfer and its implementation in the
practice of education, especially teaching. Hoddinott & Wuetherick (2006, p. 32) pointed
that a continuum between teacher focused research-based course content and a student
focused research-based process of learning.
Similarly, in their discussion of research-led teaching Holbrook and Devonshire (2005)
describe the research-teaching nexus in terms of research informed teaching where
disciplined-based research informs content and research skills teaching develop
students research skills.
They add, however, another element of research-inquiry teaching, Griffiths (2005), in his
conception of the research-teaching nexus, refers to as the concept of research-informed
teaching when academics use research to investigate the effectiveness of teaching and
learning activities.

CONCLUSION
Therefore I conclude that, the three finding are almost the same it focuses on the hands on
activity of the students. Through research students develop their reading and analytical skills,
because they not only research but they also go beyond the context. In classroom instruction the
teacher must review first the lesson or ask them whether they understand what they researched or
not. The teacher serves as the continuum of the students in their research. The teacher must also
consider the correct homework and review the concepts and skills were practiced as part of their
homework. The most effective teachers ensured students efficiently acquired, rehearsed, and
connected knowledge. In research methods, techniques and skills explicitly within programs it
can develop students understanding of research methodologies during laboratory classes. Design
research methodology courses that provide opportunities to apply research skills to authentic
research problems. Design assessment tasks within subjects that provide students with
opportunities to learn different methods and skills associated with key contemporary research
issues.

2. PROBLEM BASED LEARNING


ABSTRACT
Every quarter faculty are faced with determining how to present course material so that students
not only gain knowledge of the discipline, but also become self -directed learners who develop
problem-solving skills they can apply in future courses and in their careers. Confronted with
these challenges, faculty at Stanford and elsewhere have begun to use problem-based learning
techniques in their courses. In problem-based learning (PBL) courses, students work with
classmates to solve complex and authentic problems that help develop content knowledge as well
as problem-solving, reasoning, communication, and self-assessment skills. These problems also
help to maintain student interest in course material because students realize that they are learning
the skills needed to be successful in the field. Almost any course can incorporate PBL, and most
faculty and students consider the benefits to be substantial. This issue of Speaking of Teaching
identifies the central features of PBL, provides some guidelines for planning a PBL course, and
discusses the impact of PBL on student learning and motivation
FINDINGS

During problem-based learning, students collaborate in small teams to explore the


presented problem situation. Through this exploration students are expected to examine
gaps in their own knowledge and skills in order to decide what information they need to
acquire in order to resolve or manage the problem situation (Savin-Baden, 2005).

Assessment needs to fit the philosophy of active learning rather than passive reproductive
learning. . . It may be preferable, and more rigorous, for assessments to follow the PBL
philosophy and to require the individual to analyze a problem, search for and then apply
relevant information. (Reynolds, 2007)

White (2005) argues that even having students read, summarize, and critique journal
articles can be a valuable experience. In order to capture students interest, the instructor
may use presentation formats such as op-eds from fictitious newspapers, data from
experimental studies and case reports.

CONCLUSION
Therefore I conclude that problem based learning is also a collaborative learning according to
study because students can acquire knowledge, skills and ideas when they are exposed in the
collaborative learning. Problem based learning it measures the students intelligence in analyzing
a problem on how to solve it. This problem based learning is not in Mathematics only but it can
be in English and Science. In English they will analyze the story or poem and give their
understanding towards it, while in Science they will solve some problems like in their
experiments. As a teacher we must have a lot of strategies in Problem Based Learning, because
even they are fluent they need also some interesting new concepts. In PBL, the curriculum is
organised around the problems. Consequently, students learn the content that is required to
solve those problems. So problems have to be carefully matched to the desired learning

outcomes. In PBL students work in groups to solve the problems. There are no lectures, instead
students engage in self-directed learning and the tutor acts as a facilitator, mentor or guide.
Research suggests that PBL students perform as well as or slightly worse than students from
traditional courses on conventional examinations of knowledge. However, PBL students are
superior with respect to their approach to study and learning, long-term retention of knowledge,
motivation, use of resources, key skills and subsequent success as postgraduates.
3. PROJECT BASED LEARNING
A BRIEF HISTORY OF PBL
For over 100 years, educators such as John Dewey have reported on the benefits of experiential,
hands-on, student-directed learning. Most teachers, knowing the value of engaging, challenging
projects for students, have planned field trips, laboratory investigations, and interdisciplinary
activities that enrich and extend the curriculum. Doing projects is a long-standing tradition in
American education. The roots of PBL lie in this tradition. But the emergence of a method of
teaching and learning called Project Based Learning is the result of two important developments
over the last 25 years. First, there has been a revolution in learning theory. Research in
neuroscience and psychology has extended cognitive and behavioral models of learningwhich
support traditional direct instructionto show that knowledge, thinking, doing, and the contexts
for learning are inextricably tied. We now know that learning is partly a social activity; it takes
place within the context of culture, community, and past experiences. This is apparent in research
on problem-based learning in the medical field, an important forerunner of PBL. Research shows
that learners not only respond by feeding back information, but they also actively use what they
know to explore, negotiate, interpret, and create. They construct solutions, thus shifting the
emphasis toward the process of learning. In addition, cognitive research has revealed much more
about the nature of problem solving. Education has benefited from this research, as teachers have
learned how to effectively scaffold content and activities to amplify and extend the skills and
capabilities of students. Second, the world has changed. Nearly all teachers understand how the
industrial culture has shaped the organization and methods of schools in the 19th and 20th
centuries, and they recognize that schools must now adapt to a new century. It is clear that
children need both knowledge and skills to succeed. This need is driven not only by workforce
demands for high-performance employees who can plan, collaborate, and communicate, but also
by the need to help all young people learn civic responsibility and master their new roles as
global citizens. In a sense, the need for education to adapt to a changing world is the primary
reason that PBL is increasingly popular. PBL is an attempt to create new instructional practices
that reflect the environment in which children now live and learn. And, as the world continues to
change, so does our definition of PBL. The most important recent shift in education has been the
increased emphasis on standards, clear outcomes, and accountability.. Remember that PBL is a
field that you, as a practitioner, will help create by your actions and leadership in the classroom.

FINDINGS

PBL also has resulted in high levels of student engagement (Belland, et al., 2006; Brush
& Saye, 2008).
For instance, in one study within an economics classroom, a PBL unit engaged the lowest
and highest level students as well as those students who were least interested in
economics at the start of the unit (Ravitz & Mergendoller, 2005).

Students also enjoyed PBL because it gave them opportunities to interact with their
friends and make new friends through cooperative projects (Belland, et al., 2006;
Lightner, et al., 2007)

In addition, PBL has been shown to benefit a variety of students in developing


collaborative skills. For example, through PBL, elementary students learned to
understand multiple perspectives (ChanLin, 2008) and conflict resolution skills
(ChanLin, 2008)

CONCLUSION
The research reported above includes a variety of investigations and several
important findings. These studies suggest that Project Based-Learning when fully realized can
improve student learning. However there is some evidence that students have difficulties
benefiting from self-directed situations, especially in complex projects. Chief among these
difficulties are those associated with initiating inquiry, directing investigations, managing time,
and using technology productively. The effectiveness of PBL as an instructional method may
depend, to a greater extent than we recognize, on the incorporation of a range of supports to help
students learn how to learn. The advantage of this is students can work collaboratively with their
peers and they can gain some new ideas towards their project. Among these consequences are
enhanced professionalism and collaboration on the part of teachers and increased attendance,
self-reliance, and improved attitudes towards learning on the part of students
4. CONSTRUCTIVIST TEACHING
ABSTRACT
Constructivism is a major referent in education, although it has been understood in various
ways, including as a learning theory; a philosophical stance on human knowledge; an approach
to social enquiry. In terms of informing teaching constructivism has variously been seen by
different commentators as a basis for progressive, mainstream or failed approaches to pedagogy.
This is unfortunate, as the different ways the term has been interpreted have confused debate
about potential of constructivism to contribute to planning effective teaching. This chapter sets
out the basis of one version constructivism: that which is informed by findings from both
cognitive science, and from educational studies exploring learners thinking about curriculum
topics and about classroom processes. A key concept here is the way in which new learning is
contingent on features of the learner, the learning context and the teaching. This version of

constructivism (which has been widely embraced) offers a theoretical basis for designing
effective pedagogy that is accessible to classroom teachers.
HISTORY
Constructivist teaching methods are based on constructivist learning theory. Along with John
Dewey, Jean Piaget researched childhood development and education. Their theories are now
encompassed in the broader movement of progressive education. Constructivist learning theory
says that all knowledge is constructed from a base of prior knowledge. Children are not a blank
slate and knowledge cannot be imparted without the child making sense of it according to his or
her current conceptions. Therefore children learn best when they are allowed to construct a
personal understanding based on experiencing things and reflecting on those experiences.
FINDINGS

Mayer (2005) developed a literature review spanning fifty years and concluded "The
research in this brief review shows that the formula constructivism = hands-on activity is
a formula for educational disaster."

Kirchner et al. (2006) agree with the basic premise of constructivism, that learners
construct knowledge, but are concerned with the instructional design recommendations of
this theoretical framework. "The constructivist description of learning is accurate, but the
instructional consequences suggested by constructivists do not necessarily follow."

Kirschner, Sweller, and Clark, 2006, p. 78). Specifically, they say instructors often design
unguided instruction that relies on the learner to "discover or construct essential
information for themselves" (Kirchner et al., 2006, p75).

CONCLUSION
Therefore I conclude that constructivism says that people construct their own understanding and
knowledge of the world through experiencing things and reflecting on those experiences. Todays
business world requires graduates to have in-depth knowledge and to be able to use this
knowledge to solve problems. The traditional teaching approach that breaks course content into
sequenced components, presents concepts to students through lectures, and provides exercises
may not be effective in teaching theories and concepts. Constructivism provides a conceptual
foundation for rethinking and redesigning teaching practice. The principle that conceptual
knowledge cannot be transferred from teacher to students by telling disputes the traditional
didactic teaching strategies that consist mainly of lectures. The principle that knowledge exists in
meaningful contexts, not just in individual heads, challenges teachers to present concepts through
meaningful experiences and to provide situations where multiple, interrelated concepts apply so
that students have the opportunity to construct a comprehensive understanding. Constructivism
provides a sound theoretical foundation for teaching any complex knowledge domain. This paper
presented teaching practices that apply constructivism to teaching computer networking. These
practices include using objects to build three-dimensional displays of networking concepts to
promote discussion and clarification, using construction kits to allow students to raise questions

and see their constructed concepts in action, building a friendly and safe learning atmosphere to
encourage idea discussion and sharing, and supplying meaningful projects for students to bring
in real-world experience.
5. ACTIVITY BASED LEARNING
Effectiveness of Activity Based Learning Method in Science
ABSTRACT
This research paper is based on the study conducted to find out the effectiveness of activity base
teaching method on the learning of science students. The purpose of this research was also to
explore the linkage between teaching technique and student learning. In this study, the measuring
instrument was used an achievement test (post-test). The test was based on two chapters of the
text book. Students were divided into two groups, that is experimental and control groups .Each
group was consisted of 25 students, these groups were equated on the basis of marks achieved by
the students in a test of 4th class science taken by DTE (District Teacher Educator).. The control
group was taught by lecture method and the experimental group was taught by activity-based
method. The duration of the teaching for both groups was 30 minutes per day for one month (30
days). At the end of the treatment, the post test was administered. The data of the study
comprised up of scores of experimental as well as control group obtained on the post-test. The
study revealed that the performance of experimental group was better than the performance of
the controlled group of the students. Furthermore the there was significant difference between
the performance of the experimental group as compared to the control group with reference to
knowledge, comprehension, application skill. Overall, the findings of the study show that the
activity based teaching was much effective than the lecture method teaching of science at
elementary level.
FINDINGS

Yangn and Dindar (2007) has an idea that if the teacher has less resources, then he / she
has to choose the traditional way of teaching that is the lecture method.

Activity based teaching method helps them to construct their knowledge. According to
Rillero, 2005 A child best learns to swim by getting into water; likewise, a child best
learns science by doing science.

Doing science is not only limited to reading or hearing but it holds students in laboratory
work to test ideas and develop understanding (Ewers, 2006). Hence, science-teaching
plan is incomplete without science experiences.

CONCLUSION
Therefore I conclude that the teacher has a very important role in this system, though it is not
obvious to a casual visitor. She has to learn the entire ABL system and work effectively with it.
She has to exercise a quiet authority, without becoming authoritarian. An egalitarian attitude may

require some unlearning and re-learning for teachers, but when they see it as part of the new
culture of education, they are quick to accept it and practice it. They are also able, in this system,
to spend some time on children who are slow. The research team felt, however, that there should
be some time allotted to the teachers voice. For instance, she could read a story or explain a
scientific principle. For such an activity, as for sports, it might be necessary to group the children
by age. The advantages of the mixed age group have been demonstrated here, but there is also a
value for being with peers of ones own age. Some suggestions on doing this will follow in the
last section of the report. While teacher domination is not desirable, teacher participation is
advisable for at least 30 45 minutes a day. Activity based learning entails different types of
activities in different subjects as the nature and types of learning differs for different subjects.
6. SPACED LEARNING
SPACED LEARNING APPLIED IN TEACHING BIOLOGY
ABSTRACT
Spaced learning is a novel teaching strategy which has used results from neuroscience
research as the basis for its design. Neuroscience research supports the need for a temporal
pattern of repeated stimulation of neural pathways in order to produce long-term memory.
More specifically, a neural pathway needs repeated stimulation with a separation of at least
ten minutes between stimulatory inputs in order for optimal memory retention to be attained.
The ten minute gaps between stimulation represent the time needed to allow molecular
processes within the neurons to take place, in order to strengthen the synaptic connections
involved in creating a long-term memory.
Spaced learning is a teaching method developed on the bases of these neuroscience
observations. It is designed to enhance long-term memory of the subject matter taught. The
technique uses short (usually eight to twenty minutes) periods of intensive learning separated
by ten minute periods of distractor activities. These may take the form of physical activities
such as ball sports or clay modelling and are aimed to take the mind off the lesson for a short
time. The technique was first developed in a school in North-East England and is gaining
popularity in secondary schools throughout England.
The development of the technique, results of testing and its application are discussed together
with the underlying neuroscience principles. The application of the technique to the specific
task of teaching sixth form biology is examined and suggestions are made for ways in which
spaced learning may be used to complement existing teaching techniques.
A field study was performed at a Swedish high school in order to assess the impact of spaced
learning on education at this level. The study consisted of three spaced learning lessons
delivered by the author and diagnostic testing. A survey was made to evaluate the students
opinion of spaced learning. The results were consistent with spaced learning working well for
revision and the survey showed that the students were generally positive towards spaced
learning and enjoyed the lessons.
This exam work is set out to make an objective appraisal of spaced learning and raises a major
question over whether neuroscience discoveries can be used in the development of education
or if the gap between molecules and cells, and the classroom is too great.

FINDINGS

Spaced learning was never designed to be used in isolation and is combined with other
teaching methods. It was initially used at the end of courses as a revision tool, prior to
examinations (Bloom 2007). It may also be used at the start of courses as a means of
introducing basic concepts before studying them at greater depth later in the course.

Spaced learning appears to have been presented in a rather irresponsible fashion in the
newspapers. The emphasis was often placed on sensational exam results and criticisms
often pointed towards the limitations of teaching in this way. In experimental conditions,
examinations were taken after students had only received one spaced learning lesson,
resulting in unexpectedly high examination results (Marley 2009).

This provoked a discussion about spaced learning replacing conventional teaching. In


practice, spaced learning is used in combination with techniques such as enquiry based
learning and project based learning (Bradley & Patton 2012) and not as a stand alone
method.

CONCLUSION
Spaced Learning is significant because it deploys neuroscientific research. Effective learning
strategies should therefore not only help people learn as quickly and efficiently as possible, but
also minimize forgetting. There is a body of research that suggests that spacing learning over
time helps people learn more quickly and remember better. It has been found to be effective in
various domains, from sales training to language learning to medicine. a spaced approach will
be appropriate as follow-up to a one-off event to minimize forgetting after that event. At other
times, perhaps in conjunction with performance support, it may be possible to design an entire
solution using this approach. Designing learning so that activities can be tackled in short bursts,
spaced over time, may not only help learners remember over time but also reduce the need for
large blocks of time away from the workplace to learn in the first place. It is likely to be
particularly helpful for busy learners on the go, who can use mobile devices to access spaced
learning in short bursts of found time. The teacher has a great role in spaced learning aside
from teaching lessons she is also assigned to recall and help the students to remember the lesson.
So as, the teacher must also give some strategies that students wont forget or relate the topic on
their experiences.
7. INTEGRATIVE TEACHING
Effects of the Integrated Approach to Teaching English and Social Studies
ABSTRACT
Emergent research suggested that teaching the curriculum in a segregated manner does not help
students with the transference of skills from one skill or discipline to the other. The underlying
notion of this study presupposes that schools should implement the integrated curriculum as a
replacement of the traditional fragmented discipline approach in grades one to six. The purpose

of this study has been to present a comprehensive description of the integrated curriculum and its
many models, followed by an evaluation study of integration involving literacy skills in English
and Social Studies. The integration was implemented by using the sequenced model of
integration of reading/writing skills in Foreign Language and Social Studies as an example of the
practical side of curricular integration. Findings indicated that the integrated approach induced to
better achievement gains in literacy development and Social Studies achievement.
FINDINGS

Literacy education has been evolving with a number of new theories which have
engendered more holistic approaches such as the whole language approach , balanced
approach, interdisciplinary approach, and project-based approach (Cameron, 2005). Of
all basic skills taught in the lower elementary grades, literacy is the most amenable to
curricular integration as reading is a universal need.

Whole language emphasizes the process of learning where students are placed in a printrich environment. Children learn literacy skills by being immersed in them. They learn to
read by reading, to write by writing, to speak by speaking, and to listen by listening
(Krashen, 2005).

Whole language technique utilizes the integration between the different disciplines and
skills based on themes or content (Boucher, 2007). Because of the differing views
between the phonics approach and the whole language approach, the reading war was
triggered (Boucher, 2007). The whole language technique encompasses the thematic
approach, interdisciplinary approach, integrated approach, and the content-based
approach.

CONCLUSION
In today's dynamic global economy, centered on the development and exchange of knowledge
and information, individuals prosper who are fluent in several disciplines and comfortable
moving among them. Creativity, adaptability, critical reasoning, and collaboration are highly
valued skills. When it comes to fostering those skills in the classroom, integrated study is an
extremely effective approach, helping students develop multifaceted expertise and grasp the
important role interrelationships can play in the real world. Integrated studies, sometimes called
interdisciplinary studies, brings together diverse disciplines in a comprehensive manner, enabling
students to develop a meaningful understanding of the complex associations and influences
within a topic. A happy by-product of this approach, which is often coupled with project-based
learning, is that it makes school more interesting and productive for students and teachers. With
careful reflection and planning, any teacher can integrate the language skills and strengthen the
tapestry of language teaching and learning. When the tapestry is woven well, learners can use
English effectively for communication.

8. INDUCTIVE AND DEDUCTIVE METHOD


USING INDUCTIVE OR DEDUCTIVE METHODS IN TEACHING ENGLISH
GRAMMAR
ABSTRACT
Adult learners perceptions on inductive and deductive teaching approaches for English
grammar were examined. The written performance of two student groups taught via an inductive
and deductive approach, respectively, and created by random allocation was also contrasted.
Specifically, the form, meaning and use of the past perfect were assessed on the day of
explanation, and ten days later, using a reading text and practice and production exercises.
Learners overwhelmingly preferred the deductive approach, but minimal differences between the
inductive and deductive groups performance were found, probably related to the underpinning
use of local cultural contextualization while language teaching both groups. The study shows a
deductive approach with terse explanations, and aided by the systematic use of concrete,
meaningful examples during the procedure, particularly when drawn from a familiar local
cultural context, is both successful and relates to learners expectations. Teachers can therefore
bring grammar to their notice deductively, through rules and socially-relevant examples.
However, tasks that promote grammar-noticing and consciousness-raising inductively were
generally shown to be as effective, and the inductive approach was used successfully if local
contextualization was adopted. Importantly, teachers therefore need not feel constrained to
predominantly use a deductive approach.
FINDINGS

Trochim (2006) refers to two broad methods of reasoning as the inductive and deductive
approaches (p.1). He defines induction as moving from the specific to the general, while
deduction begins with the general and ends with the specific; arguments based on
experience or observation are best expressed inductively, while arguments based on laws,
rules, or other widely accepted principles are best expressed deductively.

Harmer (2007) states that learners try to work out how it is put together, [and is
particularly useful] where language study arises out of skills work on reading and
listening texts

Communicative language teaching is also essentially inductive, based on functions and


notions syllabuses, rather than grammatical structures (Richards, 2006).

CONCLUSION
In grammar teaching, especially in the presentation stage of grammar teaching, the method that
the lecturer adapts may influence the flow of the course. In the study the students refer the
inductive because it is step by step process rather than general. For example the audio-lingual
method is engaged in the inductive approach and the deductive approach is associated with the
cognitive-code learning method. In the audio-lingual method, learning takes place through habit

formation and through actions that are held by the learners unconsciously. In other words,
learners acquire language on the basis unconscious exposure to the target language in the habit
formation process. They learn by studying various examples of a structure until the use of the
structure becomes automatic. In this process, learners are inspired to acquire the target language
in an innate way without stating the specific rules in the structure and may not be fully aware of
what they are learning until the end of the course, when the teacher puts the objective into words.
Thats why students refer the inductive method. In fact, theres no perfect method all in all it still
depends on teacher on how she delivers her lesson to her students.
9. ICT INTEGRATION

An Effective use of ICT for Education and Learning by Drawing on


Worldwide Knowledge, Research, and Experience
ABSTRACT
Information and communication technologies (ICT) have become commonplace entities in all
aspects of life. Across the past twenty years the use of ICT has fundamentally changed the
practices and procedures of nearly all forms of endeavor within business and governance.
Education is a very socially oriented activity and quality education has traditionally been
associated with strong teachers having high degrees of personal contact with learners. The use of
ICT in education lends itself to more student-centered learning settings. But with the world
moving rapidly into digital media and information, the role of ICT in education is becoming
more and more important and this importance will continue to grow and develop in the 21st
century. In this paper, a literature review regarding the use of ICTs in education was provided.
Effective use of ICT for Education, along with ICT use in the teaching learning process; quality
and accessibility of education; learning motivation. Learning environment. Besides, an overview
of the ICT and scholastic performance.
FINDINGS

According to Daniels (2002) ICTs have become within a very short time, one of the basic
building blocks of modern society

Pelgrum and Law (2005) state that near the end of the 1980s, the term computers was
replaced by IT (information technology) signifying a shift of focus from computing
technology to the capacity to store and retrieve information. This was followed by the
introduction of the term ICT (information and communication technology) around 1992,
when e-mail started to become available to the general public (Pelgrum, W.J., Law, N.,
2005)

Hepp, Hinostroza, Laval and Rehbein (2005) claim in their paper Technology in
Schools: Education, ICT and the Knowledge Society that ICTs have been utilized in
education ever since their inception, but they have not always been massively present.
Although at that time computers have not been fully integrated in the learning of
traditional subject matter, the commonly accepted rhetoric that education systems would

need to prepare citizens for lifelong learning in an information society boosted interest in
ICTs.
CONCLUSION
We are living in a modern and techy world. As the world evolves our society evolves like in the
technology. This is an advantage to the students and teacher because it will make their work
easier and faster. In classroom presentation, a student could present his topic using computer and
the projector, aside from that it can give color to the presentation. With these, it could catch
students attention and they wont get bored during discussion. But this computer must in a proper
way, because all things have an advantages and disadvantages.
Students could also learn in this ICT they can research or study their lesson via internet. With or
without this ICT we can learn in many ways.
10. PLACE BASED LEARNING
Place-Based Mathematics Education
Place-based mathematics education (PBME) has the potential to engage students with the
mathematics inherent in the local land, culture, and community. However, research has identified
daunting barriers to this pedagogy, especially in abstract mathematics courses such as algebra
and beyond. In this study, 15 graduates of a doctoral program in rural mathematics education
were interviewed about their attempts to integrate PBME in their classrooms. By using
qualitative methods to code and categorize interview data, three themes emerged: (a) PBME was
easier to teach about than to practice, (b) several factors contributed to participants level of
depth and authenticity in employing PBME, and (c) teaching place-based statistics was
fundamentally different than teaching place-based mathematics. The findings suggest that
making a distinction between mathematics education and statistics education would benefit
research and practice in place-based education as well as in related pedagogies.
FINDINGS

Place-based mathematics education (PBME) considers the unique history, geography,


culture, and community of a place to be valuable resources for enhancing, and being
enhanced by, students learning of mathematics.1 Among other reasons, teachers practice
PBME to increase relevancy for their students and to help sustain the local place (Howley
et al., 2011).

HmeloSilver et al. (2007) reviewed several studies on the effects of using these
investigative methods in mathematics classes. On the whole, these studies suggested that
inquiry- and problem-based methods in mathematics are roughly as effective as
traditional methods for teaching procedural knowledge and provide significant
advantages for solving multi-step problems.

Smith (2007) described how place-based activities have transformed the teacher-student
relationship from a hierarchical structure to one of collaboration. In the same article,

Smith provided examples of how PBE increases students awareness of what is worth
preserving in their local community and environment while at the same time equipping
them with a sense of agency that they can make a difference in realizing this preservation.
CONCLUSION
In analyzing the instances of place-based mathematics education: PBME was easier to teach
about than to practice, several factors contributed to participants level of depth and authenticity
in PBME, and teaching place-based statistics differed fundamentally from teaching place-based
mathematics. This PBE it immerses students in local heritage, cultures and experiences using this
they can apply this in any subject areas. It is learning through participation in service projects for
the local school or community. It can also re-energize the teachers. Students could make tangible
contributions to resolving local environmental issues and conserving local environment quality.

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