Abstract

This study investigates the effectiveness of a project-based mathematics intervention program developed through student-generated projects. Conducted in Israel in 2023, the study employed a quasi-experimental design with pre- and post-test measures. The sample consisted of 57 tenth-grade students, divided into an experimental group (n = 30) and a control group (n = 27). The intervention consisted of 10 lessons built around interdisciplinary, real-world projects designed to integrate students’ interests. Data were collected using a validated attitudes toward mathematics scale measuring seven dimensions: enjoyment, value, talent and interests, self-efficacy, math anxiety, design thinking, and collaborative work. Results showed statistically significant improvements in five of the seven dimensions for the experimental group, with large effects for enjoyment and design thinking. Group × Time interaction effects were significant across all dimensions, confirming the intervention’s positive influence. Between-group posttest comparisons revealed significant advantages for the experimental group across all dimensions. These findings suggest that incorporating student-designed, interest-driven projects into mathematics instruction can enhance engagement, self-efficacy, and attitudes toward learning. The study highlights the importance of participatory pedagogy and offers implications for curriculum development and teacher training.

Keywords: integrating students’ interests; project-based learning; quasi-experimental research; student generated projects, teaching mathematics