eng Science and Education Publishing American Journal of Educational Research 2327-6150 2017-04-25 5 4 428 433 10.12691/education-5-4-11 EDUCATION20175411 article Lorraine A. Jacques lorraij@g.clemson.edu 1 Eugene T. Moore College of Education, Clemson University, Clemson, SC, USA This literature analysis addresses two issues concerning project-based learning (PBL) in the mathematics classroom: What it 'looks like' and what its effectiveness in teaching skills. Articles addressing PBL in K-20 mathematics education were examined to determine what other discipline(s) the project included, what math topic(s) each addressed, and whether it demonstrated gains in students' mathematical skills. Results show that about half of the projects applied engineering with the mathematics. Gains in achievement were mixed and transferred to standardized or state assessments only when PBL was a core component of a school's curriculum. The lack of available research, however, discourages generalizations. http://pubs.sciepub.com/education/5/4/11/education-5-4-11.pdf project-based learning (PBL) mathematics education