Term
Summer 2025
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Jennifer Carlson
Content Expert
Lindsey Weaver
Abstract
One of the most often maligned subjects, mathematics courses are typically strictly tracked by skill level. This project attempts to create more ‘math people’ by designing a curriculum to answer the question: How can differentiation, in-class grouping, and detracking be used to increase the accessibility of high-level math classes? Drawing from a personal narrative, this project reviews literature on the benefits and drawbacks of tracking systems, differentiation, student outcomes, and mathematical mindsets, drawing heavily on work by Jo Boaler (2022). The curriculum is designed with both Understanding by Design and Standards Based Grading framework, and also leverages the flipped classroom model. The resulting artifact focuses on mindset development while weaving multiple learning objectives together, to create a classroom environment where students engage with mathematics beyond memorization and repetition, and thus hopefully leaving them more likely to describe themselves as a ‘math person.’
Project Type
Curriculum
Keywords
Mathematics, Curriculum
Recommended Citation
Clements, Aidan, "Making More “Math People”: Increasing the Accessibility of High-Level Math Classes Through Detracking" (2025). School of Education and Leadership Student Capstone Projects. 1134.
https://digitalcommons.hamline.edu/hse_cp/1134
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University