A systematic review: challenges in implementing problem-based learning in mathematics education

Abstract

Problem-Based Learning (PBL) stands as an educational approach highlighting active student involvement, centring learning on practical, real-world scenarios. It fosters the growth of critical thinking, teamwork, and problem-solving skills. Although PBL offers numerous advantages, its application presents specific challenges. Consequently, this study employs a systematic approach to assess the challenges encountered when implementing PBL in mathematics education. This research comprises a thorough analysis and synthesis of 20 articles published between 2017 and 2022, drawing from reputable sources such as Google Scholar and ERIC. The study's outcomes demonstrate that a quantitative methodology proved most suitable for conducting thorough data analysis and generating empirical results in this context. The study's findings underscore the necessity of proficient facilitators in PBL, as they assume a pivotal role in guiding and supporting students throughout their learning journey. In light of these challenges, educators must recognize and address them to ultimately enhance students' mathematical problem-solving skills, critical thinking abilities, and overall engagement in the educational process.