01707nam a22002297a 4500003000400000005001700004008004100021022001400062040000900076082002200085100002300107130004000130245012800170300001600298336000900314337001600323338001100339440002800350500104700378650001701425650003501442OSt20240829092859.0240829b        |||||||| |||| 00| 0 eng d  a0022-0671  cDSSC  aPer/510/H749/2016  aHolmes, Vicki-Lynn  aThe Journal of Educational Research  aExploring the effects of project-based learning in secondary mathematics educationcby Vicki-Lynn Holmes and Yooyeung Hwang  app. 449-463  atext  aunmediated   avolume  vvol. 109, n5x0022-0671  aThis 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.  0aMathematics. 0aEducation-Experimental methods