June 28 - July 2, 2020
Registration is now open!
Click here for registration page
The PBL Math Teaching Summit began in 2015 by a group of math teachers deciding that they wanted a place to come together and share their interest in student-centered, problem-based learning for middle and high school students.
Since then teachers from all over of the world have heard of this wonderful meeting and hope to get together and take advantage of the wisdom, experience and comraderie that can help motivate, educate and enlighten so many teachers and students into the future. Come and be a part of this exciting summit in 2020!
This year there will be a one and a half day Beginner Workshop while the Summit is going on for all other teachers.
Simultaneously, there is the Summit going on for experienced teachers and their colleagues who want to learn and grow in all facets of teaching PBL math:
Registration is now open!
Click here for registration page
The PBL Math Teaching Summit began in 2015 by a group of math teachers deciding that they wanted a place to come together and share their interest in student-centered, problem-based learning for middle and high school students.
Since then teachers from all over of the world have heard of this wonderful meeting and hope to get together and take advantage of the wisdom, experience and comraderie that can help motivate, educate and enlighten so many teachers and students into the future. Come and be a part of this exciting summit in 2020!
This year there will be a one and a half day Beginner Workshop while the Summit is going on for all other teachers.
Simultaneously, there is the Summit going on for experienced teachers and their colleagues who want to learn and grow in all facets of teaching PBL math:
- curriculum
- assessment
- pedagogy
- technology use
- facilitating conversation
- homework/classwork
- social justice
“An approach to curriculum and pedagogy where student learning and content material are (co)-constructed by students and teachers through mostly contextually-based problems in a discussion-based classroom where student voice, experience, and prior knowledge are valued in a non-hierarchical environment.” (Schettino, 2013)
