Abstract
A senior-level advanced math class that can be taken after Integrated Math 3. Utilizes real-world applications, problem-solving, and collaboration to serve both college and career bound students. Students collaborate daily on cognitively-demanding tasks to improve their problem-solving and critical thinking skills. Data Collection & Analysis Conclusion Reflections Round 1 Round 2 References High school seniors who show traits of a negative math identity can perceive a positive impact on their math identity by participating in collaborative, problem-based math instruction. Interviewees used positive language regarding the problem-based, collaborative team assessment and justified those feelings by speaking of the support they got from their peers and interest in real life applications. Collaborative math tasks and assessments can engage students who have had negative experiences and/or feelings towards math. Based on Round 2 post-survey data, 96% of students responded that they agree or strongly agree that collaborating with peers has been a positive experience in QRAT. Many of the same students originally had responses of negative math identities in Round 1 surveys. Rationale Students had experienced lecture-based, procedural-heavy math classes with little to no collaboration. Students spoke negatively about their prior math courses in regards to how it made them feel and how they viewed math.