Developing mathematical competencies in Primary Education through project-based learning

Abstract

This article investigates the inadequate development of basic mathematical competencies observed in sixth-grade students at a Mexican elementary school. It is identified key contributing factors, such as: (1) student demotivation and (2) traditional, transmission-based teaching methods. These limitations translate into difficulties with problem-solving and hinder real-world applications of mathematics in both everyday life and future careers. The doctoral research of the lead author, advised by the co-author, is projected here. To address these concerns, it is proposed a project-based didactic strategy grounded in constructivism, contextualized learning, and collaborative approaches. By engaging students in hands-on projects that apply mathematical knowledge to real-world scenarios, this strategy aims to enhance motivation and engagement through student-driven learning, develop critical thinking and transversal skills such as problem-solving, collaboration, and creativity, as well as bridge the gap between theory and practice, demonstrating the relevance of mathematics in everyday life and future careers. This research contributes theoretically by applying established educational frameworks to a practical setting. In practice, it offers a readily implementable strategy for improving student outcomes in mathematics education. Ultimately, this study underscores the urgency of transforming traditional math education through innovative, project-based approaches supported by solid theoretical grounding.