SGER: College Level SMET Course Taking Pattern and High School Mathematics Curricula

SGER：大学水平 SMET 课程选修模式和高中数学课程

• 批准号: 0533460
• 负责人: Thomas Post
• 金额: --
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-01 至 2006-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0533460&HistoricalAwards=false
• 关键词: SGER; College; Level; SMET; Course

The College Level SMET Course Taking Pattern and High School Mathematics Curricula project seeks to conduct preliminary research on the effects of standards-based mathematics curricula on post-secondary STEM achievement and course-taking patterns of students at colleges and universities in Minnesota. An outgrowth of the Local Systemic Change initiative, the current pilot study on student outcomes of Minnesota high school graduates attending the Twin Cities Campus of the University of Minnesota, which involves more than 5,000 students from almost 250 high schools, has uncovered complexities in data collection methodology. As the project prepares for a statewide study to involve 25 institutions of higher education (IHEs), complexities with data collection need immediate attention. The opportunity exists now to address these complexities while data are available, particularly at small rural high schools, and while the partner IHEs are poised to collaborate. The conditions for accomplishing the study on mathematics curricula effects at the postsecondary level on a statewide level are unprecedented. A SGER grant will allow the Investigator to proceed with this important research to determine whether there are detectable differences in college mathematics performance by students with traditional and standards-based high school curriculum backgrounds.

大学一级STEM课程学习模式和高中数学课程项目旨在对基于标准的数学课程对明尼苏达州学院和大学学生中学后STEM成绩和课程学习模式的影响进行初步研究。 作为地方系统变革倡议的一个产物，目前对明尼苏达大学双城校区明尼苏达高中毕业生的学生成绩进行了试点研究，涉及近250所高中的5 000多名学生，发现了数据收集方法的复杂性。 由于该项目准备进行一项涉及25所高等教育机构（IHE）的全州范围的研究，因此需要立即关注数据收集的复杂性。 现在有机会在数据可用的情况下解决这些复杂性，特别是在小型农村高中，同时合作伙伴IHE准备合作。 在全州范围内完成中学后数学课程效果研究的条件是前所未有的。 SGER拨款将使研究人员能够继续这项重要的研究，以确定具有传统和基于标准的高中课程背景的学生在大学数学表现方面是否存在可检测到的差异。