An introductory discussion was first conducted providing participants with the central points to be discussed during the day, which all revolved around the theme of “Cultivating Core Skills to Foster Authentic Learning.” The aim of the seminar was to explore project-based learning approaches that can deepen students’ holistic practical skills.
At the beginning of the first session, Shen Shiyu, Pan Zehao, Lin Jie, and Wang Dongming – the core members of the Project-based Learning Practice Group at SUIS Qingpu – presented their project lectures on the framework of “Learning to Use”. They analyzed the lessons from four dimensions (curriculum standards, teaching materials, learning situations, and learning objectives) and elaborated on the framework of an integrated and practical curriculum from a theoretical point of view.
During the presentation, two projects, “The Secret of the Court, Exploring the Mystery of the Circle” and “How to Assist Health Issues from the Perspective of Mathematics, Fitness, and Strong Strategies” were introduced through the “Use-Learn-Teach-Assessment” process. Both projects had emerged from the theme of “Mathematics in Sports” and emphasized synthesis and practice.
Based on the learning context and the acquired knowledge and experience of the students, the teachers integrated the “Recognition of Circles” skills in the 5th unit of Geometry Practice in the first book of Grade 4 Mathematics (HUCE edition) and the 3rd unit of “Means” in the first book of Grade 5 Mathematics. The two project-based learning projects allowed students to experience the problem-solving process in its entirety, fulfilling the learning objectives and tasks of the unit.
Two teachers from SUIS Qingpu, Yang Xiaoju and Fu Rongrong, have been integrating real-life scenarios into their maths teaching to help students learn through practical applications. In Yang’s fourth grade class, the “All-round Basketball Volunteer Project” was designed to combine charity sales with maths and sports. Students explored the nature of circles on a basketball court and used their knowledge of maths, art and sports to solve the problem of how to draw a basketball court in an open space. By participating actively and measuring, they gained a deeper understanding of the nature of a circle.
In Fu’s fifth-grade class, the school’s recent physical fitness test results were used as a real-life scenario to learn probability and statistics through project-based learning activities. Students learned to complete an analytical report based on the data from the test and then formulated a reasonable and feasible exercise plan. Through group cooperation, students formulated different sampling plans, conducted sample surveys, reported and presented in small groups, and evaluated and gave feedback to peers. This exercise helped them to optimize the Physical Fitness Analysis Report, learn to formulate practical exercise plans, deepen their understanding of the concept of mean (average), and improve their data processing and problem-solving skills.
Both lessons demonstrated how students can learn actively and apply what they learn in real-life problem-solving. This approach deepened their understanding of mathematical knowledge, enhanced their problem-solving and practical application skills, and comprehensively promoted the development of students’ literacy.
Next, Teacher Gao focused on the core of the event, “Mathematics in Sports”, and described in detail how the two projects were implemented step-by-step. She mentioned that the students showed great enthusiasm and commitment throughout the project-based learning process. Through interesting and challenging tasks, the students skillfully combined the core knowledge of mathematics with sports activities, experienced real-world applications of mathematics, and stimulated their interest and motivation for in-depth learning. The learning process helped the students enhance their ability to solve practical problems, cultivate innovative thinking, and improve their core literacy.
During his visit to our school, Mr. Zhu Wei, a teaching researcher from the Pudong New Area, praised the implementation of mathematics project-based learning. He commended the school’s clear planning of curriculum projects, in-depth thinking process, and rich practical experience as the foundation for promoting mathematics project-based learning. Mr. Wei appreciated SUIS Qingpu’s teachers and students’ attention to educational value, their focus on exploring the essence of mathematics, and their efforts to enhance the ability to apply knowledge in practice.
He also pointed out that the demonstration of the two lessons not only reflected the results of the school’s practice in project-based learning, but also showed positive progress in promoting open interdisciplinary learning. Moreover, Mr. Wei presented the success of reaching interdisciplinary integration based on the connotation of the discipline. He also offered constructive suggestions on how to effectively integrate resources and motivate students. He looked forward to further exploring the complementary relationship between mathematical knowledge acquisition and project-based learning in future teaching. This will ensure that students gain a deeper understanding of the core concepts of mathematics as they proceed with their projects.
Teacher Yang was excited to see more school mathematics teams explore project-based learning in-depth. He encouraged them to use innovative tools and build a student-centered, integrated, and practical curriculum. Teacher Yang emphasized that mathematics teams should promote teaching through research, making it a whole approach in which core literacy is continuously implemented.
“The project-based learning session designed by Teacher Yang Xiaoju demonstrated for me how engaging the learning process can be when it is centered around the students. The project began with a school-based charity sale activity and embodied the concepts of ‘learning by doing’ and ‘student-centered’ by using practical problems encountered by students during the process of drawing a basketball court as the basis for their project. The project not only focused on the lesson but also promoted a sense of belonging and curiosity in learning mathematics, encouraging students to comprehend through reflection and exploration.”
Children always show a keen interest in maths and actively participate in maths class activities. During a real volunteer teaching scenario in Yunnan Province, the teacher raised the core question of drawing a basketball court. Through solving a series of problems during this project, the children experienced the joy of success. I observed Teacher Yang’s classroom to be lively and engaging. She has an excellent ability to discover the children’s thinking and creativity and to guide them smoothly throughout the lesson. Her teaching style was relaxed and comfortable. Furthermore, Teacher Yang has a strong teaching wisdom that kept the students engaged during the lesson. It was evident that Teacher Yang was completely student-oriented and focused on cultivating the core literacy of students throughout the lesson.
One thing that really impressed me about Teacher Yang’s class was how she addressed the second problem raised by her students in the early part of the lesson. The problem was whether the circle in the middle of the pitch could be replaced by other shapes after they learned the concept of a circle. One of the students stood up and suggested that a regular octadecagon would not work, but only a shape with an infinite number of sides, which would thus be close to a circle. This brilliant answer reflected the advantages of project-based learning, where children not only know what they are doing but also why they are doing it, helping them to understand mathematical concepts more in-depth.
Ms. Fu’s project-based learning curriculum, called “Maths and Sports Together, Tailored Athletic Programs,” has been helping students connect mathematics with national physical fitness standards. Through this curriculum, students have been able to reflect on how they can create a healthy living plan. In the classroom, students worked in groups to discuss and analyze data, and learned how to use statistics and averages to solve real-world problems. This process not only encouraged active participation and critical thinking, but also deepened learning through engaging methods while developing core competencies. Under Ms. Fu’s guidance, students were able to appreciate the practical value of mathematics and recognize the importance of leading a healthy lifestyle.