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Deveci and Kibar (2020) and Chen et al. (2021) have shown that PBL promotes active and engaged learning among students. Kim and Song (2021) found that PBL in mathematics education can also increase students’ motivation and interest in learning. By engaging in authentic and meaningful projects, students can develop a sense of ownership and autonomy over their learning, leading to increased motivation. Similarly, Chang and Tsai (2020) found that PBL in mathematics education can enhance students’ positive attitudes toward the subject, noting that students felt that PBL made mathematics more relevant to their lives and helped them understand the practical applications of its concepts. Through PBL, students are given opportunities to actively explore, experiment, and solve problems, which, in turn, can enhance their retention and application of knowledge.
PBL fosters a collaborative environment where students can use their problem-solving skills to identify, analyze, and resolve complex problems (Cai et al., 2019; Akkoc & Karatas, 2021). This approach encourages students to learn from their peers, share ideas, and enhance their social skills. Additionally, research has demonstrated that PBL offers students a chance to apply mathematical concepts to real-world situations, thereby making learning more relevant and meaningful (Kim & Song, 2021; Zhang et al., 2021). By engaging on authentic projects, students recognize the relevance of mathematics in their daily lives, allowing them to develop a deeper understanding of how these concepts can be applied in various contexts.