Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan

Chomunorwira Tafara; Koyama Masataka

doi:doi:10.11648/j.tecs.20230803.15

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Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan

Chomunorwira Tafara, Koyama Masataka

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 3)

Received: 5 July 2023 Accepted: 25 July 2023 Published: 9 August 2023

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Abstract

The purpose of this study was to clarify the challenges faced by junior and senior high school mathematics teachers in practicing project-based learning (mainly task-based learning that mathematically solves real-world problems) in the classroom and their solutions to the challenges. Therefore, with the approval of the Research Ethics Review Committee, we conducted an open-ended online questionnaire survey (July 15 to August 31, 2022) of high school mathematics teachers in Japan about the issues they face and the solutions in the three stages of project-based learning: the design and preparation stage of the learning tasks to be handled in project-based learning, the implementation process, and the evaluation stage. In this paper, we analyzed the data from 25 high school mathematics teachers who agreed and responded to the purpose of this survey using a qualitative content analysis method. As a result, it was clarified that mathematics teachers face six challenges when practicing project-based learning in the classroom: designing authentic mathematical tasks, arousing students' interest, the degree of learning support for students, collaborative activities in groups, securing time, and evaluating learning outcomes. Second, it was clarified that mathematics teachers are trying to solve these problems by creating project-based learning tasks in small scale and for a short time, collaborating with mathematics teachers at the same school, collaborating with teachers of other subjects at the same school, collaborating with students, collaborating with experts in mathematics education, and investigating previous studies on project-based learning. Finally, based on these research results, we suggest research issues that need to be addressed in future research on the practice of project-based learning in mathematics education.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 3)
DOI	10.11648/j.tecs.20230803.15
Page(s)	146-152
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Project-Based Learning, Teachers’ Challenges, Teachers’ Solutions, Mathematics Classroom

References

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[3]	Giri, R.. D. (2016). Project-based learning as 21st century teaching approach. A study in Nepalese Private schools. US-China Education Reveiw A. David Publishing, 6 (8), 487-497. DOI: 10.17265/2161-623x/2016.08.004.
[4]	Han, S., Capraro, R. M., and Capraro, M. M. (2016). How science, technology, engeering, and mathematics project-based learning affects high-need students in the US. Learning Individual Differences, Vol 51, 157-166. DOI: 10.1016/j.lindif.2016.08.045.
[5]	He, X., Li, T., Turel, O., Kuang, Y., Zhao, H., and He, Q. (2021). The impactof STEM education on mathematical development in children aged 5-6 years. International Journal of Education, Vol 109, 1-13. ISSN 0883-0355. https://doi.org/10.1016/j.ijer.2021.101795.
[6]	Holmes, V.-L., and Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. Journal of Eduactiomnal Research, 109 (5), 449-463. https://doi.org/10.1080/00220671.2014.979911
[7]	Jumaat, N. F., Tasir, Z., Halim, N. D. A., and Ashari, Z. M. (2017). Project-based learning from costructivism point view. American Scientific Publishers, 23 (8), 7904-7906. https://doi.org/10.1166/asl.2017.9605
[8]	Karaca, E., Karahoca, D. and Karahoca, A. (2016). Project-based learning in pedagogical agent assisted learning environment. Global Journal of Information Technology: Emerging Technologies, 6 (1), 52-64. https://doi.org/10.18844/gjit.v6i1.389
[9]	Karacalli, S. and Korur, F. (2014). The effects of projrct-based learning on students' academic achievement, attitude, and retention of knowledge. School Science and Mathematics 114 (5), 224-235. https: doi.org/10.1111/ssm.12071
[10]	Kokotsaki, D., Menzies, V., and Wiggins, A. (2016). Project-based learning: A review of literature. Improving schools, 19 (3), 267-277. https://doi.org/10.1177/1365480216659733
[11]	Mentzer, G., Czerniak, C. and Brooks, L. (2017). An Examination of Teacher Undestanding of Project-based science as a Result of Participating in an Extended Professional Development Program: School Science and Mathematics, Vol 117 (1-2), pg 76-86. https://doi.org/10.1111/ssm.12208
[12]	Merritt, J., Lee, M., Rillero, P. and Kinach, B. M. (2017). Problem-based learning in K-8 mathematics and science education: A literature review. Interdisplinary Journal of Problem-Based Learning, 11 (2), 1-12. https://doi.org/10.7771/1541-5015.1674
[13]	NCTM. (2000). Principles and standards for school mathematics. National Council of Teachers of mathematics.
[14]	Nichols-Barrer, I and Haimson, J. (2013). Impacts of five expeditionary learning middle schools on academic achievement. Mathematica Policy Research Reports, 1-14. Mathematica Policy Research Handle: RePEc: mpr: mprres: e4330aa3795e4e87a89ea4b5296e5d65.
[15]	Thomas, J. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.
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APA Style

Chomunorwira Tafara, Koyama Masataka. (2023). Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan. Teacher Education and Curriculum Studies, 8(3), 146-152. https://doi.org/10.11648/j.tecs.20230803.15

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ACS Style

Chomunorwira Tafara; Koyama Masataka. Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan. Teach. Educ. Curric. Stud. 2023, 8(3), 146-152. doi: 10.11648/j.tecs.20230803.15

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AMA Style

Chomunorwira Tafara, Koyama Masataka. Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan. Teach Educ Curric Stud. 2023;8(3):146-152. doi: 10.11648/j.tecs.20230803.15

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@article{10.11648/j.tecs.20230803.15,
  author = {Chomunorwira Tafara and Koyama Masataka},
  title = {Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {3},
  pages = {146-152},
  doi = {10.11648/j.tecs.20230803.15},
  url = {https://doi.org/10.11648/j.tecs.20230803.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230803.15},
  abstract = {The purpose of this study was to clarify the challenges faced by junior and senior high school mathematics teachers in practicing project-based learning (mainly task-based learning that mathematically solves real-world problems) in the classroom and their solutions to the challenges. Therefore, with the approval of the Research Ethics Review Committee, we conducted an open-ended online questionnaire survey (July 15 to August 31, 2022) of high school mathematics teachers in Japan about the issues they face and the solutions in the three stages of project-based learning: the design and preparation stage of the learning tasks to be handled in project-based learning, the implementation process, and the evaluation stage. In this paper, we analyzed the data from 25 high school mathematics teachers who agreed and responded to the purpose of this survey using a qualitative content analysis method. As a result, it was clarified that mathematics teachers face six challenges when practicing project-based learning in the classroom: designing authentic mathematical tasks, arousing students' interest, the degree of learning support for students, collaborative activities in groups, securing time, and evaluating learning outcomes. Second, it was clarified that mathematics teachers are trying to solve these problems by creating project-based learning tasks in small scale and for a short time, collaborating with mathematics teachers at the same school, collaborating with teachers of other subjects at the same school, collaborating with students, collaborating with experts in mathematics education, and investigating previous studies on project-based learning. Finally, based on these research results, we suggest research issues that need to be addressed in future research on the practice of project-based learning in mathematics education.},
 year = {2023}
}

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TY  - JOUR
T1  - Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan
AU  - Chomunorwira Tafara
AU  - Koyama Masataka
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JF  - Teacher Education and Curriculum Studies
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PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.tecs.20230803.15
AB  - The purpose of this study was to clarify the challenges faced by junior and senior high school mathematics teachers in practicing project-based learning (mainly task-based learning that mathematically solves real-world problems) in the classroom and their solutions to the challenges. Therefore, with the approval of the Research Ethics Review Committee, we conducted an open-ended online questionnaire survey (July 15 to August 31, 2022) of high school mathematics teachers in Japan about the issues they face and the solutions in the three stages of project-based learning: the design and preparation stage of the learning tasks to be handled in project-based learning, the implementation process, and the evaluation stage. In this paper, we analyzed the data from 25 high school mathematics teachers who agreed and responded to the purpose of this survey using a qualitative content analysis method. As a result, it was clarified that mathematics teachers face six challenges when practicing project-based learning in the classroom: designing authentic mathematical tasks, arousing students' interest, the degree of learning support for students, collaborative activities in groups, securing time, and evaluating learning outcomes. Second, it was clarified that mathematics teachers are trying to solve these problems by creating project-based learning tasks in small scale and for a short time, collaborating with mathematics teachers at the same school, collaborating with teachers of other subjects at the same school, collaborating with students, collaborating with experts in mathematics education, and investigating previous studies on project-based learning. Finally, based on these research results, we suggest research issues that need to be addressed in future research on the practice of project-based learning in mathematics education.
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Author Information

Chomunorwira Tafara

Graduate School of Humanities and Social Sciences, Hiroshima University, Higashi-Hiroshima, Japan
Koyama Masataka

Graduate School of Humanities and Social Sciences, Hiroshima University, Higashi-Hiroshima, Japan

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APA Style

Chomunorwira Tafara, Koyama Masataka. (2023). Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan. Teacher Education and Curriculum Studies, 8(3), 146-152. https://doi.org/10.11648/j.tecs.20230803.15

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ACS Style

Chomunorwira Tafara; Koyama Masataka. Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan. Teach. Educ. Curric. Stud. 2023, 8(3), 146-152. doi: 10.11648/j.tecs.20230803.15

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AMA Style

Chomunorwira Tafara, Koyama Masataka. Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan. Teach Educ Curric Stud. 2023;8(3):146-152. doi: 10.11648/j.tecs.20230803.15

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@article{10.11648/j.tecs.20230803.15,
  author = {Chomunorwira Tafara and Koyama Masataka},
  title = {Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {3},
  pages = {146-152},
  doi = {10.11648/j.tecs.20230803.15},
  url = {https://doi.org/10.11648/j.tecs.20230803.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230803.15},
  abstract = {The purpose of this study was to clarify the challenges faced by junior and senior high school mathematics teachers in practicing project-based learning (mainly task-based learning that mathematically solves real-world problems) in the classroom and their solutions to the challenges. Therefore, with the approval of the Research Ethics Review Committee, we conducted an open-ended online questionnaire survey (July 15 to August 31, 2022) of high school mathematics teachers in Japan about the issues they face and the solutions in the three stages of project-based learning: the design and preparation stage of the learning tasks to be handled in project-based learning, the implementation process, and the evaluation stage. In this paper, we analyzed the data from 25 high school mathematics teachers who agreed and responded to the purpose of this survey using a qualitative content analysis method. As a result, it was clarified that mathematics teachers face six challenges when practicing project-based learning in the classroom: designing authentic mathematical tasks, arousing students' interest, the degree of learning support for students, collaborative activities in groups, securing time, and evaluating learning outcomes. Second, it was clarified that mathematics teachers are trying to solve these problems by creating project-based learning tasks in small scale and for a short time, collaborating with mathematics teachers at the same school, collaborating with teachers of other subjects at the same school, collaborating with students, collaborating with experts in mathematics education, and investigating previous studies on project-based learning. Finally, based on these research results, we suggest research issues that need to be addressed in future research on the practice of project-based learning in mathematics education.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Exploring Challenges and Solutions Perceived by High School Mathematics Teachers in Practicing Project-Based Learning: Analysis of an Open-Ended Online Questionnaire in Japan
AU  - Chomunorwira Tafara
AU  - Koyama Masataka
Y1  - 2023/08/09
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230803.15
DO  - 10.11648/j.tecs.20230803.15
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 146
EP  - 152
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230803.15
AB  - The purpose of this study was to clarify the challenges faced by junior and senior high school mathematics teachers in practicing project-based learning (mainly task-based learning that mathematically solves real-world problems) in the classroom and their solutions to the challenges. Therefore, with the approval of the Research Ethics Review Committee, we conducted an open-ended online questionnaire survey (July 15 to August 31, 2022) of high school mathematics teachers in Japan about the issues they face and the solutions in the three stages of project-based learning: the design and preparation stage of the learning tasks to be handled in project-based learning, the implementation process, and the evaluation stage. In this paper, we analyzed the data from 25 high school mathematics teachers who agreed and responded to the purpose of this survey using a qualitative content analysis method. As a result, it was clarified that mathematics teachers face six challenges when practicing project-based learning in the classroom: designing authentic mathematical tasks, arousing students' interest, the degree of learning support for students, collaborative activities in groups, securing time, and evaluating learning outcomes. Second, it was clarified that mathematics teachers are trying to solve these problems by creating project-based learning tasks in small scale and for a short time, collaborating with mathematics teachers at the same school, collaborating with teachers of other subjects at the same school, collaborating with students, collaborating with experts in mathematics education, and investigating previous studies on project-based learning. Finally, based on these research results, we suggest research issues that need to be addressed in future research on the practice of project-based learning in mathematics education.
VL  - 8
IS  - 3
ER  -

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