Project Overview: Building Academic Skills in Context - Math-in-CTE

Project Overview: Building Academic Skills in Context - Math-in-CTE

Jun 2012

The NRCCTE’s Math-in-CTE research study used group randomization techniques to test a model of curriculum integration to improve CTE students’ mathematical understanding. The study included nearly 3,000 students and 200 teachers in nine states. Each of the CTE teachers participating in the study was paired with a math teacher from his or her local school, district, or community. The CTE-math teacher teams were brought together for extended professional development—10 days over the course of an academic year—to learn the process and pedagogy of the Math-in-CTE model. The teams began the process by examining their CTE curricula in order to identify embedded mathematical concepts, a process known as curriculum mapping. Utilizing the Math-in-CTE model’s seven-element pedagogic framework, they then developed math-enhanced CTE lessons to enhance the mathematics that existed within the occupational curricula. The CTE teachers scheduled and taught each of the math-enhanced lessons throughout the year.