Teaching Mathematics Through Project-Based Learning in K-12 Schools: A Systematic Review of Current Practices, Barriers, and Future Developments

Abstract

Project-based learning has gained significant attention in the field of education, particularly in K-12 Mathematics education, due to its potential for fostering students' abilities relevant to the demands of the 21st century. However, there is a notable absence of a systematic evaluation regarding the implementation and effectiveness of project-based learning specifically in the context of Mathematics education. This knowledge gap presents a challenge and limitation for researchers seeking to stay abreast of the latest advancements in the field. Thus, the objective of this article is to provide a comprehensive assessment of the current state of project-based learning in K-12 Mathematics, encompassing its practices, influencing factors, barriers, and future developments. To achieve this, the study employs the PRISMA method, analyzing a collection of 25 publications retrieved from reputable databases such as Scopus and Google Scholar, covering the period from 2019 to 2023. Through meticulous analysis and synthesis of these publications, the study highlights key findings, publication trends over time, countries where project-based learning has been implemented, extracted keywords, research methodology statistics, and provides insights into influencing factors, limitations, difficulties, and future research opportunities in this domain.