Teaching Mathematics and Developing Citizenship: How to Use Contexts to Enhance Problem-Based Learning

Abstract

Teaching and learning mathematics through problem-based learning is highly promoted all around the world. This student-centered approach highlights the fact that students are sense makers. In this regard, the contexts presented in the problems given to students should serve the purpose of learning by providing meaning to construct. On the other hand, the contexts should also serve the purpose of teaching mathematics by designing meaningful problems for students and guiding them in the learning process of making sense of mathematics within a meaningful context. This book chapter discusses three different uses of contexts to enhance problem-based learning when teaching mathematics: for designing mathematical tasks, for interpreting or situating students’ thinking, and for developing citizenship competencies. In order to illustrate the three different uses, two learning situations will be presented and analyzed using these lenses: the culture present in contexts, the mathematical knowledge targeted, and critical thinking as part of citizenship competencies.