The current study compared the rate at which problem-based practice increased the use of retrieval-based strategies for students identified as displaying accurate min-counting with students identified as displaying almost proficient performance. The findings supported the prediction that the rate at which problem-based practice promoted retrieval…

In this study, we examined students' mathematical understanding and retention in a problem-based learning (PBL) classroom. The participants were 48 Grade 10 students, and the data were collected in December of 2016. After the end of the PBL lessons, the Mathematical Understanding of Function Test (MUFT) and the Retention Test (RT) were…

This paper reports the findings of research into an educational intervention featuring open-ended mathematical problems situated in "real life" contexts and associated pedagogies. "Money and financial mathematics" is the topic in focus, with tasks termed "financial dilemmas" being trialled by 35 teachers in 16…