Defense Date

6-28-2024

Graduation Date

Summer 8-10-2024

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Instructional Technology (EdDIT)

School

School of Education

Committee Chair

Jason Ritter

Committee Member

Rachel Ayieko

Committee Member

Amy Olson

Keywords

Mindset, algebra, mathematics, educational robotics, curriculum development, self-study, Understanding by Design (UbD), STEM education, practitioner research, K-12 education

Abstract

This study explores the development and implementation of a five-day curriculum designed to enhance students' understanding of algebraic concepts through the integration of educational robotics and growth mindset principles. The study is structured around three research questions that investigate influences on decision-making in curriculum design, the alignment of teaching intents with practices, and the impact of self-study on integrating algebra, robotics, and growth mindset principles. Findings reveal themes focused on the importance of research and collaboration, using the Understanding by Design (UbD) framework, intentional curriculum creation, starting somewhere, personal growth and self-reflection, and experiencing and embodying constructivism in action. The study highlights the iterative nature of curriculum development, the importance of personal growth in the process, and contributes to the fields of mathematics education and educational robotics by offering a model for creating hands-on and engaging curricula that could promote both mathematical understanding and a growth mindset. By sharing these insights and practical applications, this study aims to inspire further innovation and refinement in curriculum design, particularly in the field of mathematics, ultimately enhancing the educational experiences and outcomes for students.

Language

English

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