Date of Award
University Scholars Director
Dr. Christine Chaney
First Advisor/Committee Member
Dr. Jerilynn Lepak
Second Advisor/Committee Member
Dr. Nalline Baliram
rigor, direct instruction, inquiry-based learning, Common Core State Standards, curriculum analysis, conceptual understanding
Research suggests that there is an absence of rigor in high school mathematics classes. Since curricula is often used to guide instruction, an analysis of direct instruction and inquiry-based learning curricula was conducted to investigate how rigor is integrated into these divergent approaches for presenting content to high school mathematics students, based on the expectation of rigor aligned with the Common Core State Standards regarding how (1) conceptual understanding, (2) procedural skill and fluency, and (3) applications are developed in the text. The results of the analysis show that neither style for writing curriculum is in alignment with the CCSS. In order to show how these expectations can be fully met, a synthesis of the rigorous components from the different curricula is included as an extended lesson segment. Overall, this project contributes to the ongoing discussion in academia on how mathematics should be taught by further investigating and critically analyzing how the three components of rigor are interwoven in direct instruction and inquiry-based learning curricula.
Warner, Brianna Rae, "Where's the Rigor? A Study of Direct Instruction vs. Inquiry-Based Learning in Math Education" (2019). Honors Projects. 147.