PROJECT-BASED OF MATHEMATICS LEARNING PARADIGM IN OPEN AND DISTANCE EDUCATION

Abstract

This research aims to elucidate the paradigm of project-based mathematics education within the context of open and distance learning. Mathematics encompasses the acquisition of knowledge, the study of precise sciences tied to reasoning, and extends beyond mere calculation. It involves problem generation and resolution, pattern recognition, linguistic aspects, cognitive processes, and evolving knowledge—a tool for evolving and dynamic comprehension, fostering autonomy and nurturing independent thinking. The significance of mathematics in life is profound, offering meaningful insights, honing analytical acumen, and furnishing solutions to diverse challenges. Applying a project-oriented approach to mathematical representation involves harnessing cognitive prowess, self-reliance, cooperative attitudes, and social interaction among peers to arrive at problem-solving solutions. This approach flourishes within the three dimensions of open and distance education: (1) accessibility to information resources, (2) self-directed learning, and (3) a structured and accountable curriculum. The research employs a qualitative methodology, employing literature review and interviews with mathematics education instructors. The combination of literature analysis and interviews yields comprehensive insights. The findings of this study underscore project-based learning as a prominent pedagogical method within open and distance education. This approach enhances comprehension, sharpens logical reasoning, hones problem-solving proficiencies, fosters creativity, nurtures self-directed learning, heightens engagement, bolsters motivation, and promotes collaborative endeavors.