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Ertmer, P. A., Schlosser, S., Clase, K., & Adedokun, O. “The grand challenge: Helping teachers learn/teach cutting-edge science via a PBL approach.” Interdisciplinary Journal of Problem-based Learning, 8(1), 2013.

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Article

What does Project-based Learning (PBL) Look like in the Mathematics Classroom?

1Eugene T. Moore College of Education, Clemson University, Clemson, SC, USA


American Journal of Educational Research. 2017, Vol. 5 No. 4, 428-433
DOI: 10.12691/education-5-4-11
Copyright © 2017 Science and Education Publishing

Cite this paper:
Lorraine A. Jacques. What does Project-based Learning (PBL) Look like in the Mathematics Classroom?. American Journal of Educational Research. 2017; 5(4):428-433. doi: 10.12691/education-5-4-11.

Correspondence to: Lorraine  A. Jacques, Eugene T. Moore College of Education, Clemson University, Clemson, SC, USA. Email: lorraij@g.clemson.edu

Abstract

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.

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