Rigor and Relevance: A Model of Enhanced Math Learning in Career and Technical Education
James R. Stone, III
University of Minnesota
Many high school students, particularly those enrolled in career and technical education (CTE) courses, do not have the math skills necessary for today’s jobs or for college success. This report describes a research study designed to test a model for enhancing mathematics instruction in high school CTE courses. A seven-element pedagogy was designed to move CTE students gradually from a contextual understanding of mathematics to a more abstract understanding such as that required on many standardized tests.
Volunteer CTE teachers from five occupational areas were recruited and randomly assigned to an experimental or control group. In a series of professional development workshops, the experimental CTE teachers worked with math teachers to examine the CTE curricula and identify the embedded mathematical concepts. The teams then developed instructional activities that the CTE teachers used to enhance the teaching of math that already existed (but was previously not emphasized) in the CTE curricula.
Stone, J. R., III, Alfeld, C., Pearson, D., Lewis, M., & Jensen, S. (2007). Rigor and relevance: A model of enhanced math learning in career and technical education. St. Paul, MN: National Research Center for Career and Technical Education, University of Minnesota.