Student-Centered Math Instruction In High Schools

The majority of high school students in the United States graduate without proficiency in math, ill-prepared for 21st century careers. This research explores the outcomes of student-centered math instructional initiatives in high schools.

This research explores the outcomes of student-centered math instruction in high schools. Specifically, this research summarizes the findings of four studies that explore the impact of student-centered high school math curricula and two studies that explore the impact of student-centered practices in high schools more generally. In addition, this research identifies promising student-centered instructional tactics, with a focus on problem-based learning.

Traditional math instruction needs improvement

The majority of high school students in the United States graduate without proficiency in math, ill-prepared for 21st century careers. Research experts suggest that traditional approaches to math instruction, which emphasize memorization of rote procedures, may contribute to the negative state of math achievement. In response, some high schools turn to student-centered instructional practices, which emphasize collaborative work and conceptual learning over teacher-led lectures.

Out of 35 peer countries, the United States ranks 30th in math.

Student-centered techniques engage students

Student-centered instructional techniques improve student engagement with math according to all profiled studies that investigate the relationship. Across profiled studies, students more frequently report that they enjoy math in student-centered classrooms, report more interest in their work, and report more confidence in their mathematical abilities. That said, evidence connecting student-centered instructional techniques to improved student achievement is weak.

Problem-based learning shows promise

Some research suggests that when teachers ask students to work in groups to explore complex, conceptual math problems without explicit teacher guidance (i.e., problem-based learning), students demonstrate learning benefits. In addition, the National Council of Teachers of Mathematics endorses math instructional strategies that align with problem-based learning.