TECHNOLOGY-ENHANCED HANDS-ON MATHEMATICS CURRICULUM USING
AUTHENTIC ASSESSMENT FOR DESIGNATED
AT-RICK SECONDARY STUDENTS
By Stephen Gonzales
Summer 1999
This project was designed primarily to develop and evaluate curriculum that
motivates at-risk students to become interested in mathematics, realize the value of
mathematical skills, and ultimately become successful in applying their knowledge.
Although other projects have effectively used hands-on learning, problem-based learning,
authentic assessment, and technology, to my knowledge, none have used them
simultaneously with at-risk students. Utilizing knowledge gained from the literature
review, I wrote a unit of instruction that ties together other successful models, while also
integrating innovative lessons to teach mathematics to at-risk students.
To achieve the objectives stated in the previous paragraph, I began by writing a
unit of instruction entitled the Architect Unit. The unit consists of 11 lessons that employ
methods such as CAI (Computer Assisted Instruction), hands-on learning, thematic
teaching, and authentic assessment. Teamed in groups of two, students designed their
own floor plans, built their own quarter-inch scale model homes, and presented their
work at a public exhibition. The exhibition was three fold with an oral component, a
career component, and a rubric scoring component. Scoring was completed by outside
community members, one of which was a professional architect.
The most significant result of this study appears to be that the Architect Unit of
instruction can be used to help at-risk students successfully learn mathematics. This is
verified by the rubric scores given by the community judges involved in the project.
Nine out of ten teams of students achieved successful scores. In addition, the overall
class mean on the pre-test improved from 17.22 to a class mean of 21.75 on the post-test,
showing a gain in mathematical ability. It should be noted that the post-test was not
given directly after instruction, but four weeks after CAI. The overall success of the
students in this study shows a major change in their performance, especially considering
that the students were selected because of their record of academic failure and inability to
complete junior high school.
With less money being allocated for at-risk programs, like continuation schools,
researchers need to continue the development of curriculum for secondary at-risk
students.