Project-Based Learning in Early Mathematics Education: A Recent Systematic Review

Abstract

Project-Based Learning (PBL), also commonly referred to as Project-Based Learning (PjBL), has received increasing scholarly attention in early mathematics education due to its potential to support meaningful learning, strengthen problem-solving abilities, and foster 21st-century competencies from an early age. Despite this growing interest, empirical research examining its classroom implementation, learning outcomes, and instructional challenges in early mathematics contexts remains fragmented and, in some cases, inconsistent. To address this gap, the present systematic literature review synthesises recent empirical studies on the application of PBL/PjBL in early mathematics education, with particular attention to learner outcomes, teacher readiness, and innovations in instructional design. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the review analysed peer-reviewed empirical studies published between 2023 and 2025 and indexed in the Scopus and ERIC databases. Following a rigorous screening and eligibility process, 21 primary studies were retained for thematic analysis. The synthesis identified three overarching themes: (1) learning outcomes associated with PBL/PjBL, including conceptual understanding, problem-solving skills, collaboration, and creativity; (2) challenges related to teacher readiness, professional capacity, and assessment practices; and (3) innovation and design features of PBL/PjBL models, including structured scaffolding, digital integration, and context-based project design. Overall, the findings indicate that while PBL/PjBL holds considerable promise for enhancing early mathematics learning, its effectiveness is highly dependent on teacher preparation, alignment of assessment approaches, and context-sensitive instructional design. This review therefore provides a structured evidence base to inform professional development, curriculum planning, and future empirical and design-based research in early mathematics education.