COLLABORATIVE RESEARCH: The Math You Need, When You Need It: Modular Student Resources to Encourage Successful Incorporation of Quantitative Concepts in Introductory Geoscience

地质（42）智力优势：“当你需要的时候，你需要的数学”项目正在创建一系列以学生为中心的基于网络的模块，这些模块可以定制，并与任何地球科学入门课程同时运行。每个模块都为学生提供了他们所需的定量知识，就在他们在同期地质学课程中需要这些知识之前。这个独特的项目包括：1)对学生的定量技能进行预评估；2)对准备不足的学生进行模块化、自定进度、以学生为中心的指导；3)对项目的有效性进行后评估。我们正在利用基于数学教育最佳实践的创新教学技术，从而创建这些模块，以便在地质学课程中提高学生对数学的认识和理解。结合地球科学背景下定量概念的课堂实例，该项目解决了国家STEM教育的许多问题，包括教授来自不同背景的大量学生的困难，课程适应学生已有知识，以及学生的自我评估和监督。更广泛的影响：高等教育界认识到，随着毕业生融入我们这个日益以数字为导向的社会，量化素养是他们的一个重要目标。这个项目正朝着这个目标努力，通过提高美国大学生的定量素养，从而扩大美国人口。定制教学的模块化性质和能力，以满足个别学生的需求，支持提高具有不同背景和数学能力的学生的定量素养。该项目正在影响地球科学教师，他们希望在他们的课程中包含地球科学的定量方面，而不需要额外的努力，也不需要疏远准备不足的学生。此外，拟议的项目有可能在其他学科和机构中复制，因为定量技能的应用是学生成功的障碍。

Geology (42)Intellectual merit: "The Math You Need, When You Need It" program is creating a series of student-centered web-based modules that can be customized to, and run concurrently with, any introductory geoscience course. Each module gives students the quantitative knowledge that they need, just before they need it in their concurrent geology course. This unique program includes: 1) pre-assessment of students' quantitative skills, 2) modular, self-paced, student-centered instruction for under-prepared students and 3) post-assessment to evaluate the effectiveness of the program. We are utilizing innovative instructional techniques based in best practices in mathematical education and thereby creating these modules so that they advance students' knowledge and understanding of mathematics across the geology curriculum. Combined with classroom examples of quantitative concepts in a geoscience context, this project is addressing many concerns about the nation's STEM education, including difficulties with teaching large numbers of students from diverse backgrounds, course adaptation to students' preexisting knowledge, and student self-assessment and monitoring.Broader impacts: The higher education community recognizes quantitative literacy as an important goal for its graduates as they are integrated into our increasingly number-oriented society. This project is working toward that goal by increasing the quantitative literacy of American undergraduates and, as a result, the greater US population. The modular nature and capability of tailoring instruction to meet individual student needs is supporting increased quantitative literacy in students with diverse backgrounds and mathematical abilities. The project is impacting geoscience faculty who wish to embrace inclusion of quantitative aspects of geoscience in their courses with little extra effort and minimal alienation of under-prepared students. In addition, the proposed project has the potential to be replicated across other academic disciplines and institutions wherever the application of quantitative skills is a barrier to student success.