What is the problem in problem-based learning in higher education mathematics

ABSTRACT

Problem and Project-Based Learning (PBL) emphasise collaborate work on problems relevant to society and emphases the relation between theory and practice. PBL fits engineering students as preparation for their future professions but what about mathematics? Mathematics is not just applied mathematics, but it is also a body of abstract knowledge where the application in society is not always obvious. Does mathematics, including pure mathematics, fit into a PBL curriculum? This paper argues that it does for two reasons: (1) PBL resembles the working methods of research mathematicians. (2) The concept of society includes the society of researchers to whom theoretical mathematics is relevant. The paper describes two cases of university PBL projects in mathematics; one in pure mathematics and the other in applied mathematics. The paper also discusses that future engineers need to understand the world of mathematics as well as how engineers fit into a process of fundamental-research-turned-into-applied-science.

KEYWORDS:

• PBL
• mathematics education
• higher education
• engineering education
• applied mathematics

Acknowledgements

The author would very much like to thank Olav Geil, Esben Skovsen, Erik de Graaff, Ljerka Jukić Matić, and my students for providing valuable feedback on the ideas and various versions of the paper.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Bettina Dahl Søndergaard is Associate Professor in mathematics and engineering education at Aalborg University (Denmark) and a professor of mathematics education at the University of Bergen (Norway). She has a M.Sc. (cand.scient.) in Mathematics from Aalborg University, a M.Sc. in Educational Research Methodology from University of Oxford (U.K.) and her Ph.D. is in Mathematics Education from Roskilde University (DK). Previously, she was Associate Professor of Aarhus University (DK) working with educational development at higher education in science and mathematics. Before that she was Assistant Professor at Virginia Tech (U.S.A.) working with mathematics teacher training for secondary level and before this, she was Advisor at the Norwegian Centre for Mathematics Education at the Norwegian University of Science and Technology.