Project-Based Learning Model: Its Implication in The Initial Training of Mathematics Teachers

Resumo

Objective: The objective of the study was to analyze the benefits of a study curriculum under the competency-based approach and to analyze the implications of the implementation of the project-based learning model in the initial training of mathematics teachers in the context of university higher education. Theoretical Framework: The concepts related to the project-based learning model, its characteristics, its phases and educational competencies in the twenty-first century are systematically addressed. The relevance of the curriculum under the competency approach in university education is also analyzed from a critical perspective. Method: The research approach was mixed, non-experimental design, 30 teachers and 54 students in initial training for mathematics teachers participated in the study; the data were collected through a Likert questionnaire, the analysis and interpretation of the results was carried out with the Minitab software, complemented with the information from the semi-structured interview applied to the teachers. Results and Discussion: On average, more than 77% of teachers and more than 72% of students who attended the study have a favorable opinion about the implementation of project-based learning (PBL) in university education; therefore, it favors and strengthens the development of mathematical skills and competencies in the initial training of mathematics teachers based on the realization of mathematicsof tasks and problem solving through collaborative activities for efficient learning of mathematical concepts and procedures. Research Implications: This research highlights the importance of the project-based learning model from the theoretical and practical perspective of competency-based curricular implementation. Theoretically, the concepts of project-based learning are deepened and contextualized, while the practical implication translates into collaborative work between students and the teacher in problem solving. Originality/Value: The findings value the PBL model as a viable alternative for the efficient initial training of secondary school mathematics teachers, with a broad mastery of conceptual, procedural and digital technology knowledge in problem solving.

Dados da obra

Tipo

Artigo

Periódico

Revista de Gestão Social e Ambiental, v. 18, n. 7, p. e08136

Editora

Centro Universitario da FEI

Ano

2024 (2024-08-13)

Idioma

en

Palavras-chave

project-based learning; initial teacher education; mathematics teacher education; competency-based curriculum; university education; cooperative learning; problem solving; twenty-first-century competencies; secondary mathematics teachers

Temas

Currículo, Formação de Professores de Matemática, Resolução de Problemas, Tecnologias Digitais

DOI

10.24857/rgsa.v18n7-190

ISSN

1981-982X

Licença

cc-by

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026