Pioneering change: Circular pedagogy and digitalized project-based learning in mathematics Available to Purchase

Some Higher Education Institutions consider learning by doing and project-based learning a luxury. This learning approach becomes available to students who reach their second or third year of learning as classrooms become smaller, and teachers have more flexibility and availability to resources that allow them to introduce different teaching and learning approaches. First-year students face significant learning limitations and, to some extent, can be quite isolated as they are exposed to a heavy theoretical world that can be dominated by pseudo-realistic problems with a lack of practical insight that can be quite dominant in disciplines like mathematics. This paper offers insights that integrate a historical overview of pedagogical contributions and the need for case studies that bring a different learning approach to students supported with problem-based teaching and learning practices at the beginning of their Higher Education learning experience. Circular Pedagogy was chosen as the guiding learning and teaching paradigm to enable the introduction of innovations and focus on students as they navigate their learning experience.