The Structure Of High School Academic And Pre Engineering Curricula: Mathematics

Mitchell Nathan, Natalie Tran, Allen Phelps, Amy Prevost
2008 Annual Conference & Exposition Proceedings   unpublished
Our curriculum content analysis examines how the pre-engineering curriculum Project Lead The Way as compared to the academic curricula focus high school students' understanding of mathematics that would prepare them for future studies and careers in engineering. We address the mathematics topics that are presented in these curricula and how the topics are sequenced and presented to students. The results of our content analyses reveal differences in the organization of the intended
more » ... ended pre-engineering and academic curricula. The PLTW curriculum addresses far fewer mathematic content and process standards when compared to academic curricula, and also exhibit far fewer points of potential integration of mathematics knowledge than expected, given the clarion call made in recent national policy reports and the Perkins Act. Curriculum Analysis Curricula-the textbooks, activities and materials that make up a course-provide a critical link between standards and accountability measures, as well as serving as the primary connections between instruction and learning. Curricula shape and are shaped by the professionals teachers who use them. The curricula influence the content of the subjects being taught 9 as well as the way the teaching is enacted. This investigation explores the structure of high school curricula for mathematics and for pre-engineering in order to understand the learning experiences that are intended to prepare students for future studies and careers in engineering and other technical fields. It is part of a larger collaboration between the School of Education and the College of Engineering investigating the challenges and remedies for the development of a broader, more diverse and more able pool of engineers in the US by looking at engineering education systemically as a continuous, developmental experience from post-primary education through professional practice.
doi:10.18260/1-2--4357 fatcat:2ia4xrh7rjb3ngvybeq7bz7vaq