Date of Award
Dr. Clare Kilbane
First Committee Member
Dr. Jeff Smith
Second Committee Member
Dr. Margaret Koehler
Project-Based Learning, Secondary Mathematics, Curriculum, Rubric
Mathematics | Secondary Education
Project-based learning is poorly defined leading to confusion and inconsistent implementation in the classroom. To eliminate the use of project-based learning as educational jargon it is imperative to define the term. This project aims to define project-based learning in a manner that outlines its critical and variable attributes. From the established definition, a rubric is created to determine the quality of project-based learning materials, specifically in the context of math education. The purpose of the rubric is to create a tool to be used in future classrooms as a means of identifying classroom curricula that demonstrate both project-based learning and high quality mathematics education. With educators relying more heavily on teacher made resources, it is imperative to evaluate the effectiveness of the materials with respect to both project-based learning and high quality math education. The rubric will be tested against project-based learning curricula for secondary mathematics units as found on the website “Teachers Pay Teachers.” This information is used to refine the rubric further so that it may consistently useful in identifying and selecting teacher-made project-based learning materials in the math classroom.
Nietert, Zoe, "Connections Between Project-Based Learning and Mathematics Instruction: Exploring their Integration in Classroom Curricula" (2017). Honors Thesis Projects. 45.