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Exploring Authenticity Through an Engineering-Based Context in a Project-Based Learning Mathematics Activity

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dc.contributor.authorBowen, Bradley D.en
dc.contributor.authorPeterson, Bryanneen
dc.date.accessioned2022-01-23T02:22:56Zen
dc.date.available2022-01-23T02:22:56Zen
dc.date.issued2019-01-01en
dc.date.updated2022-01-23T02:22:54Zen
dc.description.abstractAs education works to reconnect student learning to something more than standardized testing, project-based learning (PBL) has become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this particular methodology, the results show that although no significant difference was found in student achievement, there is a significant difference in the perception that students have regarding the importance of understanding slope and y-intercept.en
dc.description.versionPublished versionen
dc.format.extentPages 1-10en
dc.format.mimetypeapplication/pdfen
dc.identifier.citationBowen, B., & Peterson, B. (2018). Exploring Authenticity Through an Engineering-Based Context in a Project-Based Learning Mathematics Activity. Journal of Pre-College Engineering Education Research (J-PEER), 9(1), Article 1. https://doi.org/10.7771/2157-9288.1073en
dc.identifier.doihttps://doi.org/10.7771/2157-9288.1073en
dc.identifier.eissn2157-9288en
dc.identifier.issn2157-9288en
dc.identifier.issue1en
dc.identifier.orcidBowen, Bradley [0000-0003-3987-308X]en
dc.identifier.urihttp://hdl.handle.net/10919/107861en
dc.identifier.volume9en
dc.language.isoenen
dc.publisherPurdue Universityen
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subject09 Engineeringen
dc.subject13 Educationen
dc.titleExploring Authenticity Through an Engineering-Based Context in a Project-Based Learning Mathematics Activityen
dc.title.serialJournal of Pre-College Engineering Education Researchen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/School of Educationen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen

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