An Instructional Architecture for Promoting Productive STEM Identity in Underrepresented Minoritized Secondary Mathematics Students

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 2
  In Roundtable Session: Elevating Practitioner Voices

Abstract

This paper will draw from research conducted by the presenter, a teacher-researcher, in their high school Applied Math classes. The mixed method study suggested that an instructional architecture featuring project-based learning, framed in the engineering design process, promoted productive student identity development and increased engagement with underrepresented minoritized students. Participants will be introduced to the components of the associated instructional architecture, shown student-informed activities from the research, explore students' reactions to it, and provided access to resources that educators can modify to use in their classrooms

Author

• Michele Mahady Haberlach, Washington State University - Vancouver