Problem-based learning (PBL) in mathematics: a meta analysis

Abstract

Mathematics is an interesting subject and can nurture creativity in life. However, students think that mathematics is an uninteresting and meaningless subject. Students feel afraid, worried and anxious to learn mathematics. Furthermore, students perceived that mathematics is a difficult subject due to lack of mathematics laboratory and unattractive teaching method that is not related to real life and real world problem (Ali et al., 2010; Cazzola, 2008). Moreover, many schools are more focused on their performance to achieve excellent examination results, especially in the public examination. As a result, students focus on the examination without understanding the concept of real mathematics. Previous research in mathematics shows that conventional strategy cannot enhance mathematical thinking skills (Ahmad et al., 2008) as nowadays, students like challenges in learning mathematics that emphasizes self-learning with available resources and help them to develop skills in various fields. However, they still need a teacher to facilitate them to identify what they need to know and learn in order to solve problems.