Authors:
Subhrajit Majumder
1
;
Kiyan Khaloozadeh
1
;
Charlene M. Czerniak
2
;
Jared Oluoch
3
;
Tod Shockey
4
;
Ahmad Javaid
1
;
Gale Mentzer
5
;
Ryan Ducket
5
and
Thehazhnan Ponnaiyan
6
Affiliations:
1
Department of Electrical Engineering & Computer Science, University of Toledo, 2801 W Bancroft Street, Toledo, OH U.S.A.
;
2
College of Engineering, University of Toledo, 2801 W Bancroft Street, Toledo, OH, U.S.A.
;
3
Department of Engineering Technology, University of Toledo, 2801 W Bancroft Street, Toledo, OH, U.S.A.
;
4
Department of Teacher Education, University of Toledo, 2801 W Bancroft Street, Toledo, OH, U.S.A.
;
5
Acumen Research and Evaluation, 1811 N Reynolds Rd, Toledo OH, 43615, U.S.A.
;
6
Department of Chemical Engineering, University of Toledo, 2801 W Bancroft Street, Toledo, OH, USA
Keyword(s):
MATH, STEM, PBL, CTE, CBAM.
Abstract:
Recent studies have shown that US high school students are not as prolific as other countries in terms of their performance in mathematics. One of the most effective solutions can be a change in the way mathematics subjects is taught in high school. The NSF-funded “Understanding How Integrated Computational Thinking, Engineering Design, and Mathematics Can Help Students Solve Scientific and Technical Problems in Career Technical Education (INITIATE) project is a collaboration of The University of Toledo and high schools in Toledo that aims to improve mathematics teaching. Project-based learning (PBL) and integrating math with career technology education (CTE) have been established as efficient ways to improve high school students’ understanding of mathematics. Nevertheless, implementation of new ways of teaching is not always easy for the teachers, and many factors may inhibit the teachers from implementing PBL methods. This research analyzes common concerns teachers experienced rega
rding enacting new teaching methodologies in their classroom. The Stages of Concern Questionnaire (SoCQ) was used to measure the teachers’ perceptions of and comfort with implementing computational thinking (CT) concepts PBL lessons. Possible relationships between teachers’ SoCQ CBAM score and other variables such as their understanding of PBL and CTE are examined and discussed.
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