Curriculum Development for Pre-Algebra in Select Las Vegas High Schools
Quinn Kendall
NSHE ID: 2002513292
(702) 799-7185 ex. 3808
Curriculum and Instruction in Secondary Mathematics
Dr. Peter Wiens
CIS 684 1001
Section Five: Reflection
I honestly enjoyed developing this curriculum a lot more than I expected to. It kind of felt like field research for the job that I want to have next year (transferring to Rancho High School to teach Pre-Algebra) so the various tasks didn’t feel as much like a burden. The whole journey has been very enriching and definitely challenged my perspectives of teaching in general, along with learning and my role as an educator. I will go more in depth and explore the key lessons that I have learned about students, curriculum design, instruction, assessment, and myself as a teacher, while also considering areas for growth and improvement.
One of the biggest challenges of this assignment was also one of the most important things to embed into curriculum planning: student experiences and backgrounds. By designing the curriculum around the demographics of North Las Vegas and inner city Las Vegas high schools, I gained a deeper appreciation for how cultural, economic, and linguistic contexts shape students’ engagement and success. I had the opportunity to apply what I have learned about culturally sustaining pedagogy and inclusivity throughout my educational journey at UNLV. They’re not just theories, they are essential practices that bridge the gap between abstract math and real-life relevance. This became particularly clear when crafting real-world applications like I did in my 3-Act Math activity involving Nellis Air Force Base, and my performance task about Rancho’s after school activities during spirit week. By tying the content to familiar and local contexts, I saw how mathematics could become more accessible and meaningful for students.
I truly tried to implement the idea that curriculum is more than just a collection of standards and objectives, and instead show that curriculum equates to all of a student’s lived experiences. It is a living document that should reflect the needs, identities, and potential of its learners. My approach was guided by humanistic theories, such as Erikson’s focus on cultural strengths, Havighurst’s developmental tasks, and Maslow’s hierarchy of needs. These frameworks helped me recognize that curriculum should not only challenge students academically but also validate and empower them. However, I also realized the challenges of balancing depth and breadth, especially in a short five-day unit. While I am proud of the interactive and scaffolded nature of the curriculum, I see room for improvement in integrating more differentiated strategies to meet the diverse skill levels within a single classroom.
Through this project, I strengthened my commitment to active and collaborative learning. Incorporating strategies like Kagan structures and performance tasks helped me envision a classroom where students learn from each other and develop not only mathematical skills but also critical thinking and communication. The “Pass the Problem” activity was a particularly exciting addition, as it combines individual accountability with collaborative feedback, fostering both independence and teamwork. That said, I recognize the need for more extensive modeling and practice with these structures to ensure all students feel comfortable and supported during such activities. I admit, when I implemented the activity with my seventh grade students out of curiosity, it did not go as planned in the first block–but was well-oiled by the last period.
Designing formative and summative assessments highlighted the importance of aligning evaluation with instructional goals. The use of collaborative formative assessments and real-world problem-solving tasks was a step toward making math assessments more reflective of students’ understanding and skills. However, I noticed that while my assessments were diverse and engaging, they might not fully capture all students’ learning needs—particularly those who struggle with language barriers or require additional accommodations. Moving forward, I aim to refine my assessment practices by incorporating more student voice and choice, offering multiple modalities for demonstrating mastery. I especially want to do more to target my language learners.
This project has been a pivotal moment in my journey as an educator. I have become more intentional about aligning my teaching with my values of equity, inclusion, and justice; principles I held since before I decided to be a teacher, and principles that inspired me to join Teach For America, since they are part of the organization’s principles as well. The process of designing this curriculum affirmed my belief that every student deserves an education that sees them as capable, valued, and worthy of investment. At the same time, I realized that my teaching identity is still evolving. Balancing high expectations with the flexibility to adapt to individual needs remains a challenge I want to work on. I also learned the value of collaboration—seeking feedback from colleagues and students will be critical in refining my curriculum and teaching practices.
While I am proud of the culturally responsive elements in my curriculum, I recognize that there is still more to learn about integrating students’ voices into the design process. Gathering student input directly could help me create even more relevant and engaging lessons. Additionally, while I focused heavily on addressing equity, I need to deepen my content knowledge in areas like scaffolding advanced problem-solving skills and supporting students who excel beyond the standard curriculum. Another area for growth is in better leveraging technology. While this project included some digital components, such as a powerpoint for the 3-Act Math activity, I see opportunities to use technology more effectively to differentiate instruction and provide immediate feedback, and to provide access to the learning for students who are absent. Finally, I want to improve my ability to measure the impact of my curriculum on student learning outcomes systematically. This means not only analyzing test scores but also observing student engagement and self-confidence as indicators of success, perhaps with the assistance of an administrator from my school or another teacher to add a second set of eyes.
Overall, Developing this curriculum has been a rewarding experience that deepened my understanding of what it means to teach math in a way that is equitable, inclusive, and impactful. I have learned so much about my students, refined my approaches to curriculum and instruction, and grown in my identity as a teacher committed to anti-racist and humanistic practices. At the same time, I am motivated to continue learning, particularly in areas of differentiation, technology integration, and student-centered design. Teaching is a dynamic and ever-evolving practice, and this project has prepared me to embrace that challenge with confidence and purpose.
Quinn Kendall, Educator 