Project-Based Learning and Mathematical Competencies in Primary Education: A Neutrosophic Cognitive Map Reading of a Critical Integrative Review

Authors

• Uriostegui Adan Yurithzi Majogani, Escuela Primaria Miguel Hidalgo, Jiutepec, Morelos, Mexico

Abstract

Developing mathematical competencies in primary school is essential for interacting with the environment. Faced with the limitations of traditional direct instruction, project-based learning (PBL) has emerged as an active alternative. This study analyzes, through a critical integrative review of ten reference studies (2016-2026), whether PBL determines the development of basic mathematical competencies in primary school students, and formalizes the resulting conceptual system as a neutrosophic cognitive map (NCM) with eight concepts and nine causal connections classified as positive, negative, or indeterminate. The static analysis of the map identifies PBL as the most central concept and makes explicit that the direct edge from PBL to mathematical competencies remains indeterminate (I) given the scarcity of pure experimental and longitudinal evidence. We conclude that PBL acts as a catalyst whose effect is conditional on authentic problem situations, curricular flexibility, and teacher training.

Recommended Citation

Yurithzi Majogani, Uriostegui Adan. "Project-Based Learning and Mathematical Competencies in Primary Education: A Neutrosophic Cognitive Map Reading of a Critical Integrative Review." Neutrosophic Sets and Systems 101, 1 (2026). https://digitalrepository.unm.edu/nss_journal/vol101/iss1/5