Academic Journal
From problems to performance: a systematic review of problem-based learning in K-12 mathematics.
| Τίτλος: | From problems to performance: a systematic review of problem-based learning in K-12 mathematics. |
|---|---|
| Συγγραφείς: | Ayari, Mohamed Arselene, Sellami, Abdellatif, Santhosh, Malavika E., Naji, Khalid Kamal, Al-Ali, Abdulla, Al-Hazbi, Saleh Mohammad Ali |
| Πηγή: | Frontiers in Education; 2026, p1-14, 14p |
| Θεματικοί όροι: | Problem-based learning, Mathematics, Academic achievement, Elementary education, Cognitive development, Evaluation research |
| Περίληψη: | Introduction: This systematic review investigates the implementation of Problem-Based Learning (PBL) in K-12 mathematics education, offering a recent synthesis of current interventions. Methods: In line with PRISMA guidelines and predefined inclusion and exclusion criteria, the review shortlisted 40 relevant studies. The analysis focused on four key questions: the types of PBL models and intervention strategies employed, the mathematics topics most frequently addressed, the type of PBL frameworks implemented, and the student outcomes assessed. Results: Findings reveal that integrated PBL approaches are more common (n = 26) than exclusive PBL models (n = 16), incorporating game-based, ethnomathematics-based, digital-based, STEM-oriented, and project-based interventions. Within PBL interventions, Geometry (n = 15) and Algebra (n = 14) emerged as the most addressed domains, followed by Arithmetic (n = 7) and Applied Mathematics (n = 5). The five-step PBL framework, involving the steps: (1) Orient/Identify, (2) Investigate/Plan, (3) Implement/Solve, (4) Evaluate/Reflect, and (5) Extend/Share, was the most frequently applied model (n = 22). Analysis of investigated student outcomes indicates that PBL interventions support a broad range of cognitive, affective, social, and meta-cognitive outcomes. Problem-solving skills (n = 13) and mathematics achievement (n = 12) were the most assessed, followed by self-efficacy/self-confidence (n = 5) and emotional outcomes (n = 4). Discussion: For policymakers and educational stakeholders, these findings emphasize the importance of contextually relevant integrated-PBL strategies to enhance student learning outcomes, support student development, and promote active engagement across diverse mathematics topics. [ABSTRACT FROM AUTHOR] |
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| Βάση Δεδομένων: | Complementary Index |
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| Items | – Name: Title Label: Title Group: Ti Data: From problems to performance: a systematic review of problem-based learning in K-12 mathematics. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ayari%2C+Mohamed+Arselene%22">Ayari, Mohamed Arselene</searchLink><br /><searchLink fieldCode="AR" term="%22Sellami%2C+Abdellatif%22">Sellami, Abdellatif</searchLink><br /><searchLink fieldCode="AR" term="%22Santhosh%2C+Malavika+E%2E%22">Santhosh, Malavika E.</searchLink><br /><searchLink fieldCode="AR" term="%22Naji%2C+Khalid+Kamal%22">Naji, Khalid Kamal</searchLink><br /><searchLink fieldCode="AR" term="%22Al-Ali%2C+Abdulla%22">Al-Ali, Abdulla</searchLink><br /><searchLink fieldCode="AR" term="%22Al-Hazbi%2C+Saleh+Mohammad+Ali%22">Al-Hazbi, Saleh Mohammad Ali</searchLink> – Name: TitleSource Label: Source Group: Src Data: Frontiers in Education; 2026, p1-14, 14p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+research%22">Evaluation research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Introduction: This systematic review investigates the implementation of Problem-Based Learning (PBL) in K-12 mathematics education, offering a recent synthesis of current interventions. Methods: In line with PRISMA guidelines and predefined inclusion and exclusion criteria, the review shortlisted 40 relevant studies. The analysis focused on four key questions: the types of PBL models and intervention strategies employed, the mathematics topics most frequently addressed, the type of PBL frameworks implemented, and the student outcomes assessed. Results: Findings reveal that integrated PBL approaches are more common (n = 26) than exclusive PBL models (n = 16), incorporating game-based, ethnomathematics-based, digital-based, STEM-oriented, and project-based interventions. Within PBL interventions, Geometry (n = 15) and Algebra (n = 14) emerged as the most addressed domains, followed by Arithmetic (n = 7) and Applied Mathematics (n = 5). The five-step PBL framework, involving the steps: (1) Orient/Identify, (2) Investigate/Plan, (3) Implement/Solve, (4) Evaluate/Reflect, and (5) Extend/Share, was the most frequently applied model (n = 22). Analysis of investigated student outcomes indicates that PBL interventions support a broad range of cognitive, affective, social, and meta-cognitive outcomes. Problem-solving skills (n = 13) and mathematics achievement (n = 12) were the most assessed, followed by self-efficacy/self-confidence (n = 5) and emotional outcomes (n = 4). Discussion: For policymakers and educational stakeholders, these findings emphasize the importance of contextually relevant integrated-PBL strategies to enhance student learning outcomes, support student development, and promote active engagement across diverse mathematics topics. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3389/feduc.2025.1731307 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Problem-based learning Type: general – SubjectFull: Mathematics Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Elementary education Type: general – SubjectFull: Cognitive development Type: general – SubjectFull: Evaluation research Type: general Titles: – TitleFull: From problems to performance: a systematic review of problem-based learning in K-12 mathematics. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ayari, Mohamed Arselene – PersonEntity: Name: NameFull: Sellami, Abdellatif – PersonEntity: Name: NameFull: Santhosh, Malavika E. – PersonEntity: Name: NameFull: Naji, Khalid Kamal – PersonEntity: Name: NameFull: Al-Ali, Abdulla – PersonEntity: Name: NameFull: Al-Hazbi, Saleh Mohammad Ali IsPartOfRelationships: – BibEntity: Dates: – D: 13 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2504284X Titles: – TitleFull: Frontiers in Education Type: main |
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