Problem Based Learning in Mathematics: Is It Necessary in Nepalese Educational Edifice?

Abstract

Owing to the customary education edifice together with dearth practices in mathematics learning,

the circumstances of mathematics curriculum reforms in Nepal have advanced seriously awry

and as a result students’ national achievement in math has reached very low ebb, and, in such

plight student centered and new pedagogical approach Problem Based Learning which grounded

in constructivism approach to learning plays vital role.

Problem Based Learning, PBL, is one student centered pedagogical approach to learning that

helps students build the abstract reasoning skills, versatile communication skills, administration

skills, problem solving skills, higher order thinking skills and deep understanding skills that are

mandatory and necessary for their successful performance in the intended work place as well as

present world. Since there are some challenges to implement the PBL in Nepalese educational

edifice however, it has a lot of positive and obtrusive hallmarks, and I consent to the necessity of

PBL in mathematics at least 25 percent part of whole mathematics curriculum in Nepalese

education edifice in order to eradicate wastage and malfunctioning in education regarding

mathematics. Throughout in this essay I have discussed brief introduction of PBL with its history

and features, current state of grade eight students’ achievement in mathematics of Nepal,

potential actions that are pre-requisites in order to implement PBL, steps of PBL in mathematics

and, finally rationale of PBL in Nepalese educational edifice—especially for mathematics

learning.

Key words: Problem Based Learning, Nepalese educational Edifice, Mathematics.