During the last two decades TMPS has offered educational promise in improving mathematics education (Lester & Charles, 2003).
The role a teacher plays in a classroom based on TMPS entails the planning of valuable tasks and the classroom facilitation of these tasks (Cai, 2003).
Typical teacher facilitation in TMPS involves first letting students work on a solution and then facilitating the use of student solutions as fodder for a classroom discussion.
For this, she would need not only to plan and implement the PBL activities but also to maintain her two key TMPS roles: planning of valuable tasks and the classroom facilitation of these tasks, which are essential to students learning significant mathematical content.
In TMPS a real-world focus is beneficial for student engagement but is a secondary consideration to determining if a task is mathematically challenging.
A second element for successfully TMPS is the teacher's facilitation of a valuable task.
TMPS would suggest that she first let students work on a solution and then facilitate the use of student solutions as fodder for a classroom discussion.
Using the discussed considerations of TMPS allows a teacher to better understand how to facilitate the mathematics focused PBL environment in order to ensure that the intended mathematics content is learned by the students.