Implementation of Project Based Learning (PjBL) in Mathematics Education: A Systematic Analysis of International Practices and Theoretical Foundations

Resumo

Project Based Learning (PjBL) has emerged as a promising approach in mathematics education. This study aims to analyze the implementation of project-based learning (PjBL) internationally in mathematics education and to identify the underlying learning theories, such as the method of writing an article through SLR. A systematic literature review uses the "Publish or Perish" application for Scopus and Crossref searches. The selection criteria include accredited journal articles from Sinta 1, Sinta 2, or those already accredited by Scopus from 2014 to 2024 in English, focusing on mathematics/mathematics education. Out of the ten selected articles, further analysis was conducted. PjBL effectively enhances academic achievement. 21st-century skills include critical thinking, problem-solving, collaboration, communication, creativity, technological literacy, and student motivation in mathematics education across various countries. Implementing the PjBL model in mathematics involves a series of well-defined steps: presenting problems, preparing project plans and schedules, forming effective teams, providing support, integrating with the curriculum, using visual media, presenting and evaluating results, and reflecting on the process. The implementation challenges include inflexible schedules and teachers' need for more professional skills. The theories underlying the effectiveness of PjBL include constructivism, social learning, experiential learning, multiple intelligences, contextual learning, motivation, and problem-solving. PjBL shows significant potential in enhancing international mathematics learning. Implementation success depends on thorough preparation, appropriate support, and adjustments to the local context. Further research is needed to optimize the integration of PjBL with traditional methods, address implementation challenges, and analyze its long-term impacts.

Dados da obra

Tipo

Artigo

Periódico

Science Insights Education Frontiers, v. 26, n. 2, p. 4305-4321

Ano

2025 (2025-02-28)

Idioma

en

Palavras-chave

Literature Reviews; Foreign Countries; Active Learning; Student Projects; Mathematics Education; 21st Century Skills; Curriculum Implementation; Learning Theories; Constructivism (Learning); project-based learning; international practice; constructivism; social learning; experiential learning; multiple intelligences; contextual learning; student motivation; problem solving; critical thinking; implementation barriers; teacher professional skills; academic performance

Temas

Currículo, Resolução de Problemas

DOI

10.15354/sief.25.or699

ISSN

2644-058X, 2578-9813

Licença

cc-by-nc

Acesso

Download disponível

Fontes

ERIC — Education Resources Information Center; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026