An Exploration into Effective Practices for Implementing Project-Based Learning (PJBL) in an Integrated, Elementary Mathematics Curriculum

Abstract

This qualitative study explored how elementary school teachers negotiate common challenges associated with the implementation of project-based learning (PJBL) when enacting this strategy in an integrated, mathematics and science project. Based on an extensive literature review, 6 challenges associated with PJBL were identified. These include transforming teacher and student roles, learner readiness, motivation and engagement, group dynamics and collaboration, authenticity, and assessment. A case study methodology was used in which qualitative data were collected from an interview with 1 elementary school teacher who facilitates PJBL in an integrated, mathematics curriculum. Based on the data analysis of this study, the strategies discussed can be divided into 3 major themes: providing general facilitation guidelines for PJBL, promoting a growth mindset, and facilitating the development of process skills. The results of this case study offer insight and recommendations for elementary teachers who are implementing PJBL in their context and provide elementary and novice teachers with a number of suggestions and strategies to optimize their success when implementing PJBL in an integrated, mathematics curriculum for the first time.