This document outlines the project method, an educational approach developed by John Dewey and William Kilpatrick. It involves students actively working on real-world projects to solve problems. The key steps are creating a problematic situation, proposing and choosing a project, planning it, executing it, evaluating it, and recording the results. Some benefits are that it develops skills like critical thinking and self-motivation, while following psychological principles of learning by doing. However, it can be time-consuming and difficult to fit into a standard curriculum. The conclusion is that the project method provides practical learning but may be best used to supplement rather than replace traditional mathematics teaching.

1. Project Method
Pearl Kathleen R. Abucay
Maricel J. Cubian
Narcisa R. Peru
Arnie Joy A. Felicilda

2. Definition
Project method is of American origin and is an outcome of Dewey’s
philosophy or pragmatism. However, this method is developed and
advocated by Dr.Kilpatrick.
Ø Project is a plan of action – oxford’s advanced learner’s dictionary
Ø Project is a bit of real life that has been imported into school –
Ballard
Ø A project is a unit of wholehearted purposeful activity carried on
preferably in its natural setting – Dr.Kilpatrick
Ø A project is a problematic act carried to completion in its most
natural setting – Stevenson

3. Basic principles of project method
Psychological principles of learning
v Learning by doing
v Learning by living
v Children learn better through association,
co-operation and activity.
Psychological laws of learning
v Law of readiness
v Law of exercise
v Law of effect

4. step 1. Creating the situation: The teacher creates problematic situation in
front of students while creating the appropriate situation student’s interest and
abilities should be given due importance.
step 2. Proposing and choosing the project: while choosing a problem teacher
should stimulate discussions by making suggestions. The proposed project should
be according to the rear need of students. The purpose of the project should be
well defined and understood by the children.
step 3. Planning the project: for the success of the project, planning of project
is very import. The children should plan out the project under the guidance of
their teacher.
step 4. Execution of the project: every child should contribute actively in the
execution of the project. It is the longest step in the project.
step 5. Evaluation of the project: when the project is completed the teacher
and the children should evaluate it jointly discussed whether the objectives of
the project have been achieved or not.
step 6. Recording of the project: the children maintain a complete record of
the project work. While recording the project some points like how the project
was planned, what discussion were made, how duties were assigned, hot it was
evaluate etc. should be kept in mind.

5. Some projects for mathematics
A few projects suitable for high school
mathematics are listed below
v Execution of school bank.
v Running stationary stores in the school.
v Laying out a school garden.
v Laying a road.
v Planning and estimating the construction of
a house
v Planning for an annual camp
v Executing the activities of mathematics clubs
v Collection of data regarding population,
death rate, birth rate etc.

6. Merits
v This is based on various psychological laws and principles.
v It develops self-confidence and self-discipline among the students
v It provides ample scope for training.
v It provides score for independent work and individual
development.
v It promotes habits of critical thinking and encourages the students
to adopt problem-solving methods.
v This method the children are active participants in the learning
task.
v This is based on principle of activity, reality, effect, and learning by
doing etc.
v It develops discovery attitude in the child.
v It provides self-motivation as the students themselves select plan
and execute the project.

7. Demerits It takes more time.
v The knowledge is not acquired in a
sequential and systematic manner
v It is very difficult to complete the whole
syllabus by the use of this method.
v It is not economical.
v Textbooks and instructional materials are
hardly available.
v The project method does not provide
necessary drill and practice for the learners of
the subject.
v The project method is uneconomical in
terms of time and is not possible to fit into the
regular time table.
v Teaching is disorganised
v This method is not suitable for a fixed
curriculum.
v Syllabus cannot be completed on time using
this method

8. Conclusion
Though project method provides a practical
approach to learning. It is difficult to follow
this method for teaching mathematics.
However this method may be tried along with
formal classroom teaching without disturbing
the school timetable. This method leads to
understanding and develops the ability to
apply knowledge. The teacher has to work as a
careful guide during the execution of the
project.