Integrating Service Learning in Mathematics in an At-Risk School as a Vehicle for Teaching Curriculum Theory, Assessment, and Design

This research project considers the effect of service learning in mathematics as a methodology to apply general curriculum principles. The project participants were undergraduate students enrolled in a non-mathematics curriculum theory and design course at an urban, at-risk public school. Participants completed pre- and post-surveys. Analysis of survey data indicates that service learning experience enhanced student learning in both curriculum design and mathematics.