Problem-based mathematical learning in higher education: foundations, diagnosis and action plan at UNINBE
Problem-based mathematical learning in higher education: foundations, diagnosis and action plan at UNINBE
DOI:
https://doi.org/10.51473/rcmos.v1i1.2026.2176Keywords:
Problem-Based Learning. Mathematics Teaching. Higher Education. Pedagogical Innovation. Angola.Abstract
This paper discusses the potential of Problem-Based Learning (PBL) to transform the teaching and learning of mathematics in higher education, using the University of Namibe (UNINBE), in Angola, as a case study. Based on exploratory research, it analyses the theoretical foundations of PBL in Mathematics Education and presents a diagnosis of teaching practices and perceptions of lecturers (N = 17) and STEM students (N = 325) regarding this approach. The data reveal a strongly transmissive scenario, centred on lectures and individual exercises, with limited use of contextualized problems and collaborative work, although both lecturers and students show favourable attitudes towards PBL and express a clear “demand” for this methodology. Drawing on this diagnosis, a multi-level action plan (teacher, student, institutional, curricular and monitoring) is proposed, aiming to consolidate PBL as a structuring axis in mathematics teaching at UNINBE. Finally, we discuss how this plan may help to bring local didactical culture closer to contemporary trends in Mathematics Education.
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Copyright (c) 2026 Óscar Mavungo Cumbo (Autor)
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