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Recent studies have shown that US high school students are not as prolific as other countries in terms of their performance in mathematics. One of the most effective solutions can be a change in the way mathematics subjects is taught in high school. The NSF-funded “Understanding How Integrated Computational Thinking, Engineering Design, and Mathematics Can Help Students Solve Scientific and Technical Problems in Career Technical Education (INITIATE) project is a collaboration of The University of Toledo and high schools in Toledo that aims to improve mathematics teaching. Project-based learning (PBL) and integrating math with career technology education (CTE) have been established as efficient ways to improve high school students’ understanding of mathematics. Nevertheless, implementation of new ways of teaching is not always easy for the teachers, and many factors may inhibit the teachers from implementing PBL methods. This research analyzes common concerns teachers experienced regarding enacting new teaching methodologies in their classroom. The Stages of Concern Questionnaire (SoCQ) was used to measure the teachers’ perceptions of and comfort with implementing computational thinking (CT) concepts PBL lessons. Possible relationships between teachers’ SoCQ CBAM score and other variables such as their understanding of PBL and CTE are examined and discussed. 

We present a case of one teacher’s engagement in project-based learning for algebra I students. This teacher was a member of a cohort of mathematics teachers and career technical educators who participated in a two-week intensive summer institute investigating autonomous vehicles. During the academic year, the follow up support for these educators includes classroom support and monthly meetings where teachers give a formal presentation on their lessons. This paper presents the first of nine presentations that will be given by the mathematics educators during the 2020-2021 academic year. While her students loved the lesson, she reveals that the lesson will have to serve as an algebra I curriculum add-on as she does not perceive that this activity will adequately prepare her students for the state mandated algebra I examination.