Bibliographic Details
| Title: |
From problems to performance: a systematic review of problem-based learning in K-12 mathematics. |
| Authors: |
Ayari, Mohamed Arselene, Sellami, Abdellatif, Santhosh, Malavika E., Naji, Khalid Kamal, Al-Ali, Abdulla, Al-Hazbi, Saleh Mohammad Ali |
| Source: |
Frontiers in Education; 2026, p1-14, 14p |
| Subject Terms: |
Problem-based learning, Mathematics, Academic achievement, Elementary education, Cognitive development, Evaluation research |
| Abstract: |
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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| Database: |
Complementary Index |