The aim of the present study was to examine the effects of Technology-Assisted Learning (TAL) and Project-Based Learning (PjBL) approaches upon students’ attitudes toward mathematics and their academic achievements. A quasi-experimental research design was employed including pre-tests, post-tests and a retention test. The findings of the research revealed that the TAL approach, when compared to the PjBL approach, had a higher level of effect on students’ attitudes toward mathematics. However, it was revealed that the PjBL approach had a higher level of effect on academic achievement than did TAL. In light of the findings that the present study yielded, a discussion is presented on the technology-assisted project-based learning (TAPjBL) method.

本研究的目的是研究技术辅助学习（TAL）和基于项目的学习（PjBL）方法对学生对数学态度及其学业成就的影响。采用了准实验研究设计，包括预测试，后测试和保留测试。研究结果表明，与PjBL方法相比，TAL方法对学生的数学态度具有更高的影响。但是，据透露，PjBL方法对学业成绩的影响程度要比TAL高。根据本研究得出的发现，讨论了基于技术的基于项目的学习（TAPjBL）方法。