Unleashing Student Authority: Exploring Opportunities in Project-Based-Learning Math Curriculum

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Enhancing Students' Experiences and Skills in Problem-Based and Project-Based Learning (Table 12)

Abstract

This case study delves into the elusive construct of authority in educational practices, seeking to overcome the limitations of traditional student surveys and classroom analyses. Focusing on an exemplary Project-Based Learning (PBL) curriculum in secondary mathematics education, we engaged in interviews with curriculum designers and meticulously examined all relevant curriculum documents and learning materials. Through our analysis, we identified six distinct types of opportunities that actively supported students’ sense of authority and ownership over mathematics. By shedding light on effective methods to promote student authority, this study lays the foundation for a preliminary framework to guide the design of interventions that are systematic and impactful in cultivating student authority in classrooms.

Authors

• Siqi Huang, University of California - Berkeley

• Ratih Ayu Apsari, University of California - Berkeley