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<p>In the latest educational reform, project-based learning (PjBL) was officially added to the mathematics curriculum in China. According to the curriculum, mathematical problem solving (MPS) is a key activity within PjBL. Teachers’ beliefs are essential for the acceptance, relative teaching design and practice and, thus, success of long-lasting reforms, but studies related to teacher beliefs on MPS within PjBL are relatively scarce. In this paper, two mathematics teachers without prior experience in PjBL were selected as cases to trace and analyse their first PjBL designs and practices in connection with their beliefs. Initially, the participating teachers’ beliefs about MPS within PjBL aligned with the curriculum documents. The following analyses show that while the teachers’ designs and practices were both consistent with their initial beliefs about MPS within PjBL, there was also a trend toward teacher-centred practice in their daily classrooms. The teachers’ beliefs developed after practice, while the development directions were attributable to what they did and what they perceived to be the corresponding outcomes. Both teachers’ beliefs after practice were more justified, evidenced, and probably longer-lasting, and could influence their future MPS teaching within PjBL.</p>

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Teachers’ Beliefs and Their Interplay with Practice on Mathematical Problem Solving within Project-based Learning: A Case Study

  • 期刊论文

  • 发表日期：

    2026年3月17日

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  • Yixuan Liu,
  • Benjamin Rott,
  • Tin Lam Toh,
  • Yiming Cao

摘要

In the latest educational reform, project-based learning (PjBL) was officially added to the mathematics curriculum in China. According to the curriculum, mathematical problem solving (MPS) is a key activity within PjBL. Teachers’ beliefs are essential for the acceptance, relative teaching design and practice and, thus, success of long-lasting reforms, but studies related to teacher beliefs on MPS within PjBL are relatively scarce. In this paper, two mathematics teachers without prior experience in PjBL were selected as cases to trace and analyse their first PjBL designs and practices in connection with their beliefs. Initially, the participating teachers’ beliefs about MPS within PjBL aligned with the curriculum documents. The following analyses show that while the teachers’ designs and practices were both consistent with their initial beliefs about MPS within PjBL, there was also a trend toward teacher-centred practice in their daily classrooms. The teachers’ beliefs developed after practice, while the development directions were attributable to what they did and what they perceived to be the corresponding outcomes. Both teachers’ beliefs after practice were more justified, evidenced, and probably longer-lasting, and could influence their future MPS teaching within PjBL.