Teaching Mathematics in a Problem Based Learning Environment -A Personal Experience

Mathematics learning usually revolves around rigorous memorisation of the complex formulae with less emphasis on the understanding of its use or its derivation. Derivation of non-fundamental formulae is usually provided or presented in the introduction of a topic as "good to know" information and is seldom or never brought up again in subsequent lessons. Although this is a quick and "efficient" way to impart industry-useful knowledge to the student, it results in a lack of fundamental knowledge and problem solving skills. This may lead to a perceived "lack of creativity" when the students move onto higher institutes of learning or are in research-related occupations. Republic Polytechnic in Singapore has adopted a revolutionary approach to this issue by adopting problem based learning (PBL) entirely in their first year mathematics and science syllabus. This paper seeks to analyse the effectiveness of such an approach by providing personal experiences of the author as a facilitator as well as responses from students.