Project-Based Learning Approach to Improve Students' Mathematical Numeracy Literacy: a Systematic Literature Review

Abstract

Abstract: The efficacy of project-based learning (PjBL) strategies in enhancing students' mathematical numeracy literacy is investigated in this comprehensive research review. Early development of quantitative numeracy skills is essential in this era of growing complexity. This study intends to determine the features, application, and effects of PjBL on the growth of students' mathematical numeracy literacy at different educational levels by a methodical review of recent literature. The review's findings show that, in comparison to more conventional teaching approaches, project-based learning greatly enhances students' problem-solving skills. Students who participated in STEM-focused project learning demonstrated gains in teamwork, critical thinking, and the capacity to relate mathematical ideas to practical issues. Mastery of ideas and numeracy abilities were favorably connected with PjBL's ability to boost students' motivation and involvement in the mathematics learning process. According to the research review, PjBL fosters four essential competencies: collaboration, representation, intra-mathematical connections, and the development of a positive identity toward mathematics. In the meantime, current PjBL implementations continue to underrepresent computational thinking abilities. The review also demonstrates that the quality of the learning design, teacher assistance, and implementation context all affect how well PjBL strengthens numeracy. Based on the results, this review comes to the conclusion that students' mathematical numeracy literacy can be greatly enhanced by using a project-based learning strategy. This method fosters higher-order thinking abilities and learning motivation in addition to improving mathematics technical proficiency. Teachers must continue their professional development in order for PjBL to be implemented successfully, with an emphasis on integrating pedagogy and technology. In light of the demands of children from diverse backgrounds, this study suggests that educators, researchers, and practitioners work together to create a particular PjBL framework for enhancing mathematical numeracy literacy. The usefulness of PjBL in blended learning and online learning environments, as well as the creation of reliable evaluation tools to gauge how effectively students' numeracy literacy is developing using the PjBL approach, require more research.