The Los Anagle-Les Project Summary

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This chapter explores the underperforming United States education system that does not prepare students to be creative, think critically, work collaboratively, or communicate effectively to be ready to participate in society (Ferguson, 2011, p. 7). In addition to overall underwhelming performance in academics, the failure to incorporate real world everyday experiences in mathematics prevents students from developing critical thinking and logic skills so that they will be responsible and active citizens of society and have access to jobs in the fields science, technology, mathematics, and engineering (STEM).
The Los ANGLE-les project was a two-year project that began in the fall of the 2013 – 2014 school year and lasted until the spring of the 2014 – 2015 school year. The project was geared towards secondary mathematics students ages thirteen to eighteen. It was conducted at a designated Title I school with a majority of the student population receiving free or reduced lunch. The 2013 – 2014 school year class had twenty-two males and ten females in grades ten through twelve in an honors math analysis class while the 2014 – 2015 school year class was made up of thirteen males and six females in grades eleven and twelve in an advanced placement calculus two course.
Statement of the Problem
The state of
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The project aimed to develop a series of connected learning experiences in a simulated three-dimensional context that applied mathematics and made it relevant so students would learn to identify and solve real world problems. The project was intended to be a comprehensive yearlong curriculum that integrated language arts, mathematics and the math practices aligned with the Common Core State Standards and made learning
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