Abstract
This empirical study determines the obvious and hidden factors that affect the Ukrainian Mathematics teachers to use Project-Based Learning and Teaching (PBL and PBT) Mathematics. A survey of 126 practicing Mathematics teachers was conducted using a Standard closed ended questionnaire. The study confirms that modern Mathematics teachers believe that it is impossible to teach Mathematics for modern students without using PBL and PBT. On the one hand, teachers demonstrate their beliefs in these educational techniques. On the other hand, the survey reveals hidden factors that are inhibitory in the practice of PBL and PBT Mathematics. The study shows the following statistically confirmed factors in teachers' beliefs concerning the use of PBL and PBT Mathematics: Content-Technological Factor; Result & Age Factor; Factor of the Target Audience on the expediency of using PBL and PBT Mathematics; Teacher's Overload Factor; Praxeological Factor; Locality Factor; Teacher's Awareness Spectrum Factor. The previous assumption that the experience of a Mathematics teacher is an influential factor in the use of PBL and PBT has not been statistically confirmed. The results show that an influential factor is the Locality Factor. So, it's important if a teacher teaches Mathematics in a city or a village. Its origins (genesis and causes) and the consequences of this factor influence on educational processes in Ukraine need more detailed study.
Highlights
The modern world initiates profound transformations in the content and organization of the learning and teaching process
It should be noted that the percentage of those who use the PBL and PBT Mathematics is unevenly distributed among teachers according to their work experience
It is argued in our study that modern Mathematics teachers believe that it is impossible to teach Mathematics for modern students without using PBL and PBT
Summary
The modern world initiates profound transformations in the content and organization of the learning and teaching process. The profound literature reviews of the PBL in K-12 settings were presented by Thomas [12] and by Condliffe, Quint, Visher, Bangser, Drohojowska, Saco & Nelson [13] They stated that a wide range of scientific studies use this concept in a slightly different semantic meaning. Markham [5] at Buck Institute for Education defines project-based learning as “a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured upon complex, authentic questions and carefully designed products and tasks”. This definition does not emphasize the differences, characteristics, the essence of this method of teaching. Its essence according to Balkevičius, Mažeikienė and Švedienė [13] is to help students to look at learning as a self-regulating process, in which each student must form in his/her skills of planning, organizing and implementing activities
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