Date of Conferral

2-25-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Keren Meister-Emerich

Abstract

The problem addressed in this study was that, from 2017 through 2024, over 68% of 11th-grade students consistently did not meet the college- and career-readiness American College Test standards benchmark in mathematics at Midwest High School (MHS, a pseudonym), which used the Kendall Hunt Illustrative Mathematics (KHIM) curriculum. Guided by Bruner’s theory of instruction and KHIM’s structural components, the purpose of this basic qualitative study was to investigate high school graduates’ and non-administrative educators’ perceptions about learning and teaching with the KHIM curriculum and explore non-administrative educators’ suggestions for enhancements and evolutions to the curriculum at MHS. Semistructured interviews were conducted with eight graduates and four non-administrative educators. Interview transcripts were coded using in vivo codes. Graduates and educators agreed that the KHIM curriculum fostered procedural skills and fluency, peer collaboration, and conceptual integrity. Educators found the KHIM lesson structure effective, but graduates reported insufficient support and guidance. All participants emphasized the need for supplemental practice and real-world applications. Graduates highlighted the need for timely feedback and greater instructional presence. The project provides a structured plan for integrating lower-cost artificial intelligence (AI) tools into mathematics instruction. Leveraging generative AI to provide personalized practice, real-world application opportunities, timely feedback, and increased instructional presence can improve instructional quality and expand equitable access to individualized learning, thereby supporting students’ college- and career-readiness and contributing to positive social change at MHS.

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