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Cited by 172Problem and Project Based LearningMathematics Education and PedagogyMathematics Education and Teaching Techniques

The DOI matches its Crossref record; 63 of the 64 references it cites were found in a registry or an index.

Exploring the effects of project-based learning in secondary mathematics education

Holmes, Vicki-Lynn, Hwang, Yooyeun·2016·The Journal of Educational Research
DOI 10.1080/00220671.2014.979911
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Abstract

This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other factors related to secondary mathematics learning, with comparable traditional high schoolers serving as the control group. In addition, the relationship between PBL and racially/ethnically and economically diverse secondary students was investigated. Results showed that at-risk and minority students benefited greatly from PBL in learning mathematics. The academic performance gap was present, but its width diminished significantly. Compared to their public school counterparts, PBL students were more intrinsically motivated, showed significantly higher critical thinking skills, and appreciated peer learning. Impact of socioeconomic status on the PBL approach needs further investigation.

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Crossref · 10.1080/00220671.2014.979911

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Citations

Cites

Show all 64 references

Research works printed but not linked: 9

  1. Anderson J. R., 2000, Texas Educational Review, 1, 29
  2. Cho M. H., 2012, Journal of Interactive Learning Research, 23, 5
  3. Karadeniz S., 2008, The Turkish Online Journal of Educational Technology, 7
  4. Larmer J., 2009, PBL starter kit: To-the-point advice, tools, and tips for your first project in middle or high school
  5. Ormrod J. E., 2009, Essentials of educational psychology (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  6. 10.1037/0003-066X.55.1.68 · DOI · Paper page
  7. Timpson W., 2003, Teaching diversity: Challenges and complexities, identities and integrity
  8. Tintle N., 2014, Introduction to statistical investigations, preliminary edition
  9. Weiner B., 2004, Big theories revisited, 13

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Metadata

Authors
Holmes, V.-L., & Hwang, Y.
Affiliations
Hope College (US)
Corresponding author
Holmes, Vicki-Lynn
Venue
The Journal of Educational Research
Publisher
Informa UK Limited
Published
2016-05-11
Volume
109
Issue
5
Pages
449-463
ISSN
  • 0022-0671 (ISSN-L)
  • 1940-0675
DOI
10.1080/00220671.2014.979911
OpenAlex
W2353671407
Cited by
172
References
64
Citations by year
2026: 14 · 2025: 18 · 2024: 20 · 2023: 29 · 2022: 26 · 2021: 27 · 2020: 18 · 2019: 11 · 2018: 6 · 2017: 3
FWCI
29.59
Type
journal article
Language
en
Open access
closed
Locations
  • The Journal of Educational Research (publishedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Education › Mathematics Education and Pedagogy
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
Keywords
project-based learning, high school mathematics, algebra, geometry, student motivation, intrinsic motivation, critical thinking, peer learning, at-risk students, minority students, racial and ethnic diversity, socioeconomic status, achievement gap, public schools

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