Proficiency-Based and Problem-Based Instruction: Mutually Supporting Moves or Contradictions? (original) (raw)

2015

Abstract

Proficiency-based and problem-based teaching and learning are two instructional approaches that can appear to be at odds with one another in the mathematics classroom. For instance, while the instructional move of clarifying and sharing learning intentions with students (Black and Wiliam 1998) that is advocated in a proficiency-based approach may improve student achievement, the way a teacher employs this move may diminish the cognitive demand of the problem-based task, a key component of a problem-based approach. Students’ dispositions can also influence the implementation of proficiency-based and problem-based instruction. If a student’s focus is on meeting the criteria in a proficiency-based approach merely to address “What do I need to do to get an A?” and not on “How can I show you what I know?” it can be challenging to draw out mathematical thinking and problem solving—important components of a problem-based approach. This chapter suggests that teachers who use proficiency-bas...

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