Case Analysis of Junior Middle School Mathematics Teaching Through Project-Based Learning

Research Article
Open access

Case Analysis of Junior Middle School Mathematics Teaching Through Project-Based Learning

Luxi Li 1*
  • 1 Zhejiang International Studies University    
  • *corresponding author liluxi124@gmail.com
LNEP Vol.100
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-80590-185-3
ISBN (Online): 978-1-80590-186-0

Abstract

In recent years, the growing disconnect between traditional education and labor market demands has become increasingly evident. Conventional classroom teaching methods are no longer adequate to meet the needs of modern talent development. As a result, project-based learning, a new teaching mode distinct from traditional classroom teaching, has received extensive attention in the education field. Based on the constructivist learning theory and the mastery learning theory, this paper employs a literature review to conduct an in-depth analysis of two "interdisciplinary - project-based" cases in junior high school mathematics teaching. It also explores their implementation status, main characteristics and existing problems. This research reveals that project-based learning can effectively promote the integration of interdisciplinary knowledge, enhance students' mathematical literacy, autonomous learning ability and comprehensive practical ability. However, it also faces practical difficulties such as a shortage of teachers, large individual differences among students and limited hardware facilities. Furthermore, the current evaluation mechanism is mainly based on mutual evaluation between teachers and students, lacking diversity and scientificity. Meanwhile, issues such as procedural design and unreasonable time arrangement in task design are noted.

Keywords:

Project-based learning, mathematics teaching, case analysis, interdisciplinary

Li,L. (2025). Case Analysis of Junior Middle School Mathematics Teaching Through Project-Based Learning. Lecture Notes in Education Psychology and Public Media,100,20-25.
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References

[1]. Yang, M. (2024). A Case Study of Project-Based Learning in Grade 8 Mathematics. Hangzhou Normal University. MA thesis.doi:10.27076/d.cnki.ghzsc.2024.000158.

[2]. OECD. (2025). Future-focused mathematics curricula: Empowering learners for the 21st century (OECD Education Spotlights, No. 18). OECD Publishing. https://doi.org/10.1787/18036510-en.

[3]. Huang, M. (2023). A Survey and Practice of Formative Assessment in Senior High School Biology Teaching. Chongqing Three Gorges University.

[4]. Abe, L. T. (2017). Project-Based Learning: Teaching Math for the Real World. in 3rd International Conference on Education (ICOED). Melaka, MALAYSIA.

[5]. Wang, Y. (2024). Study on the Application of Project-Based Teaching in Junior High School Mathematics. Advances in Education, 14(12), 687-694. DOI: 10.12677/ae.2024.14122324

[6]. Hai, X. S., Pan, Z., & Zhang, C. (2022). Content characteristics and improvement suggestions of 'Integration and Practice' in junior high school mathematics textbooks from the perspective of project-based learning: An analysis of the current six editions in China. Teaching Monthly (Middle School Edition), 09, 30-34.

[7]. Yang, M. (2021). Project-Based Learning in the Era of Core Competency:Conceptual Evolution and Value Reconstruction. Curriculum. Textbook. Teaching Method, 41(02), 57-63. doi:10.19877/j.cnki.kcjcjf.2021.02.011.

[8]. Yang, W. D., & Jia, N. (2011). A Review of Constructivist Learning Theory. Theoretical Journal, (05), 77-80.

[9]. Chen, W. (2007). A Comprehensive Review of Constructivist Learning Theory. Academic Exchange, (03), 175-177.

[10]. Zheng, J. (1990). A Brief Discussion on Bloom's Mastery Learning Theory. Foreign Education Research, (01), 27-30.

[11]. Yu Yao. (2022). Research and implementation of project-based interdisciplinary teaching cases for Junior Math—Take “sports and heart rate” as an example (Master's thesis). Southwest University. https://link-cnki-net-s.webvpn.zisu.edu.cn/doi/10.27684/d.cnki.gxndx.2022.000820

[12]. Fu, P., & Yang, Q. (2024). Case Design of Interdisciplinary Project-Based Learning of Junior High School Mathematics Led by Big Concepts—Taking “Protecting the Big Banyan Tree and Positioning for Area Calculation” as an example. Educational Progress, 14(8), 1289-1296.

[13]. Li, Z., & Zhang, L. (2017). A Review of Project-Based Learning Research in China over the Past Decade. China Education Informatization, (16), 52-55.

Cite this article

Li,L. (2025). Case Analysis of Junior Middle School Mathematics Teaching Through Project-Based Learning. Lecture Notes in Education Psychology and Public Media,100,20-25.

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The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of ICEIPI 2025 Symposium: Understanding Religious Identity in Educational Contexts

ISBN：978-1-80590-185-3(Print) / 978-1-80590-186-0(Online)
Editor：Kurt Buhring
Conference website: https://www.iceipi.org
Conference date: 20 August 2025
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.100
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Yang, M. (2024). A Case Study of Project-Based Learning in Grade 8 Mathematics. Hangzhou Normal University. MA thesis.doi:10.27076/d.cnki.ghzsc.2024.000158.

[2]. OECD. (2025). Future-focused mathematics curricula: Empowering learners for the 21st century (OECD Education Spotlights, No. 18). OECD Publishing. https://doi.org/10.1787/18036510-en.

[3]. Huang, M. (2023). A Survey and Practice of Formative Assessment in Senior High School Biology Teaching. Chongqing Three Gorges University.

[4]. Abe, L. T. (2017). Project-Based Learning: Teaching Math for the Real World. in 3rd International Conference on Education (ICOED). Melaka, MALAYSIA.

[5]. Wang, Y. (2024). Study on the Application of Project-Based Teaching in Junior High School Mathematics. Advances in Education, 14(12), 687-694. DOI: 10.12677/ae.2024.14122324

[6]. Hai, X. S., Pan, Z., & Zhang, C. (2022). Content characteristics and improvement suggestions of 'Integration and Practice' in junior high school mathematics textbooks from the perspective of project-based learning: An analysis of the current six editions in China. Teaching Monthly (Middle School Edition), 09, 30-34.

[7]. Yang, M. (2021). Project-Based Learning in the Era of Core Competency:Conceptual Evolution and Value Reconstruction. Curriculum. Textbook. Teaching Method, 41(02), 57-63. doi:10.19877/j.cnki.kcjcjf.2021.02.011.

[8]. Yang, W. D., & Jia, N. (2011). A Review of Constructivist Learning Theory. Theoretical Journal, (05), 77-80.

[9]. Chen, W. (2007). A Comprehensive Review of Constructivist Learning Theory. Academic Exchange, (03), 175-177.

[10]. Zheng, J. (1990). A Brief Discussion on Bloom's Mastery Learning Theory. Foreign Education Research, (01), 27-30.

[11]. Yu Yao. (2022). Research and implementation of project-based interdisciplinary teaching cases for Junior Math—Take “sports and heart rate” as an example (Master's thesis). Southwest University. https://link-cnki-net-s.webvpn.zisu.edu.cn/doi/10.27684/d.cnki.gxndx.2022.000820

[12]. Fu, P., & Yang, Q. (2024). Case Design of Interdisciplinary Project-Based Learning of Junior High School Mathematics Led by Big Concepts—Taking “Protecting the Big Banyan Tree and Positioning for Area Calculation” as an example. Educational Progress, 14(8), 1289-1296.

[13]. Li, Z., & Zhang, L. (2017). A Review of Project-Based Learning Research in China over the Past Decade. China Education Informatization, (16), 52-55.

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