A Study in the Use and Effectiveness of a Mathematical Modeling Project-Based Curriculum to Increase Students’ Interest, Enjoyment, and Success in a Precalculus Math Class

Abstract

This thesis describes the construction of a precalculus course that utilizes 21st century technologies, experimental observation, and data collection methods to facilitate a student’s ability to model real life situations mathematically. The course was centered on projects catering to students’ personal interests, tailored to each student by allowing him or her to solve current problems that were of particular interest to him or her; the exploration into all corners of society was encouraged. People learn and perform best when they are genuinely interested in the material they are studying as shown in Oystein Sorebo and Reidar Haehre’s (2012) research on using educational gaming as a tool for learning. Sorebo and Haehre’s research is based on the Self-Determination Theory developed by psychologists Edward L. Deci and Richard M. Ryan (2000), which highlight humans’ basic need for autonomy, competence and relatedness. These three emotions are said to “foster the most volitional and high quality forms of motivation and engagement for activities” (Deci and Ryan, 2000, Overview para. 2). In accordance with the foundational principles of the self-determination theory, it was determined in this thesis project that if you allow students to conduct research in areas of personal interest and develop their own mathematical models it enhances the retention of knowledge and promotes a deeper interest in mathematics. The results of this thesis provided more evidence that bridging student’s personal interests with mathematics, through a project-based curriculum where students desire to build mathematical models is fueled by their desire to find a solution, both nurtures student’s growth in problem solving and increases happiness and satisfaction associated with mathematics.