Abstract:

The topic of the following research is a comparison of the results accomplished in a mathematics project, by a group of students, educated through applying constructive methods in a digital environment, instead of the traditional educational paradigm. Because the interactivity requires an interdisciplinary approach of educating, both the positive and the negative sides of the project-based learning (PBL) have been investigated, with important pointers being made about its further development.

Although PBL does not compensate for all gaps in the educational process, the results from this study suggest that by using it consistently, students become more confident and more willingly engage in classroom activities, as well as show better academic achievements. It further enhances students’ ability to create interdisciplinary connections, as well as work and support each other in group projects and activities. The benefit from the regular use of PBL is also highlighted by the higher results of the teacher on their annual feedback survey. Students comment in their feedback forms that this type of exploration really showed them how many details should be thought out before starting their own business and how every single cost, no matter how little, should be accounted for because at the end it might have a great impact. Students also report in their feedback form that PBL showed them how something which looks easy in theory, might become hard to understand when not practically applied. Last but not least, the application of PBL has helped them develop a host of skills that are increasingly important in the professional world, skills such as dividing complex tasks into steps, planning and managing their time more effectively, refining their understanding through discussion and explanation, and developing stronger communication skills.

Keywords:

Project-based learning, Problem-based learning, Real life mathematics, Layout of PBL, Assessment criteria, IBO.