Date of Award
Doctor of Education (EdD)
Education Policy, Planning, and Administration
David I. Backer, Ph.D.
Matthew Krüger-Ross, Ph.D.
This study is a narrative inquiry about the participant’s experiences, in three individual case studies, involving teachers of high school mathematics engaged in the creation of a project-based learning curriculum, in a one-to-one laptop school. The researcher analyzed data from field notes, digital artifacts, and teacher interviews to document how math teachers are creating curriculum in an inquiry-driven, project-based, technology-infused instructional model. Findings from restorying and the analysis of three-dimensional space —regarding teacher lore —reveal themes about math teacher curriculum conflicts in skill-building, application of iterative design thinking, and structures inherent to project-based learning. Rich, thick description of the cases, in narrative form, synthesizes a segment in time that results in knowledge and understandings that call future researchers to investigate iterative design theory as it relates to the creation of a mathematics project-based learning curriculum.
Hull, Marcie, "Creating Project-Based Math Curricula: A Narrative Inquiry" (2020). West Chester University Doctoral Projects. 76.