Problem-Centred Approach In Mathematics Education

\addcontentsline{toc}{section}{Section A} \section*{Section A} \addcontentsline{toc}{subsection}{Introduction} \section*{Introduction} Mathematics can be defined as the branch of science that is concerned about the numbers, graphs, equations, and formulas. Researches show that problem-centred approach in mathematics education has a significant development to learning mathematics. Problem-centred approach classrooms are doing better than old system classroom. In problem-centred approach learners are not viewed as empty vessels which should be filled up, instead, they are constructing knowledge and the educator who uses non-routine problems helps the learners to interact with the real-world problem, hence learners will be able to learn how

The problem-centred approach in mathematics education} \subsection*{1. The problem-centred approach in mathematics education} Problem-centered approach is referred to as an approach that enables learners to learn in the context of a real problem (Blog.Commlabindia.com 2011).\\ \noindent Learners are learning through solving problems, it develops their understanding of the content of which they know and the knowledge they are about to learn (Blog.Commlabindia.com 2011). This approach does not involve about learning to solve problems but learning through solving problems. Learners are constructing knowledge instead of a teacher supplying them with information. The disadvantage of this approach is that learners are supposed to have cognitive skills. Those who are not, will not learn from problem-solving. Learners are expected to solve problems of which they have no mathematical procedure or algorithm that can be utilized to solve the problems. By Using their cognitive skills the educator is expecting them to construct procedure in solving the problem, however, the educator keeps on facilitating

Bereiter, C (1992) explains that when we teach learners about gravity, we want the gravity knowledge to come to mind when the learners encounter situation where it will be helpful in understanding the phenomena or solving problems. Moreover, Bereiter, C (1992) calls such knowledge a problem-centered knowledge. Therefore, learners need problem-centered knowledge to understand and construct knowledge based on the existing knowledge. Modeling in mathematics education does not need the procedural knowledge of mathematics because the situation would always be different, hence, this has a big connection with problem-centered approach, since problem-centered approach wants learners to construct knowledge on their own rather than a teacher supplying them