| dc.description.abstract | This dissertation uses narrative inquiry, a qualitative methodology, to explore the lived experience of two Advanced Placement Calculus BC students. The research questions are as follows: What are the lived experiences of advanced placement calculus students? What do those experiences tell us about secondary mathematics education in the 21st century? What relationship do students experience between their coursework and their daily lives? In this study, the participants are in the process of navigating the challenges of a high-level mathematics course while in the final year of their secondary education. The personal narratives of the participants and their teacher are communicated through the use of interview excerpts, journal entries, correspondence, and classroom artifacts. These stories intersect with broader educational, social, and institutional frameworks, including high-stakes testing, the role of family in education, and the U.S. education system’s “senior year” phenomenon. While Advanced Placement coursework provides an intersection point for the participants and their teacher, the study also explores the role of mentorship, support services, and the importance of prior knowledge. The findings offer insight into how narrative inquiry can play a role in understanding student learning in rigorous science, technology, engineering, and mathematics courses. Additionally, the study contributes to broader discussions of pedagogy, curriculum design, and Advanced Placement programs. | en_US |
