The Role of Teacher Beliefs in Enactments of Project-Based Learning Curricula: A Comparative Case Study of Two Teachers (Poster 21)

• In Event: Sunday Poster Session 11:25 am
  In Poster Session: Mathematics Education Poster Session

Abstract

This paper presents a comparative case study of the Project-Based Learning (PBL) curricular enactments of two veteran mathematics teachers at the same high school. The study focuses on a case where one teacher replaces the “project” portion of a PBL unit with a worksheet. It investigates commonalities and differences in the teachers’ beliefs to uncover the factors influencing their varying curricular enactments. Findings identify and explore teachers’ beliefs about curricular goals, the connections they make between the curriculum and larger contexts, their beliefs about students, and the value they place on agency and struggle as significant factors influencing curricular enactments. Findings have implications for teacher professional development for PBL.

Authors

• Amelia M. Farid, Massachusetts Institute of Technology

• Mic Fenech, Gardner-Webb University

• Disha Chauhan, Massachusetts Institute of Technology

• Emma Anderson, Massachusetts Institute of Technology

• Grace C. Lin, Massachusetts Institute of Technology

• Peter J. Woods, Massachusetts Institute of Technology