This paper reports an analysis of the tasks included in the Mathematical Challenges book. The analysis was based on the proposals of the Authentic Intellectual Work (AIW). The purpose of the study focuses on assessing the potential of the mathematical challenges to promote in-depth and meaningful learning through the connection with different contexts, and other features including purpose, multiple-solution pathways, construction of knowledge and higher order thinking. Participants in this study were 3 elementary school teachers, 2 mathematics specialists and the authors of this paper; they assessed the Mathematical Challenges through a questionnaire based on specific rubrics. The study used a mixed methods approach. The analysis produced two main findings. First, challenges vary in their connections to students' lives according to the context they come from. Second, almost all mathematical challenges are related to the highest levels of others AIW criteria.
Using the Project-Based Learning (PBL) and Authentic Intellectual Work (AIW) models, we sought to create coursework that had value beyond the classroom. Refinements in the self-publishing book industry provide the opportunity to present student work to a larger audience and in a different, more engaging format. With the help of free software, our classes were able to publish professionally-finished books for sale on Amazon.com. This article shows how we designed, implemented, assessed and evaluated a book-writing project for graduate (leadership studies) and undergraduate (science education) students who wrote, edited, designed, and published it at the end of the course.
Examining Authentic Intellectual Work with a Historical Digital Documentary Inquiry Project in a Mandated State Testing Environment
