Mathematics Across the Curriculum

数学贯穿整个课程

• 批准号: 0736271
• 负责人: Carol Hay
• 金额: $ 15万
• 依托单位: Middlesex Community College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-05-01 至 2012-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0736271&HistoricalAwards=false
• 关键词: Mathematics; Across; Curriculum

The Mathematics Across the Curriculum (MAC) project is adapting curriculum and strategies for faculty development from NSF-funded projects at Edmonds Community College (0088149), Dartmouth College (9552462), and Alverno College (9653689). A total of 60 faculty (36 from the institution and 24 from other two-year colleges and high schools) are participating in the project. Project activities involve one or more of the following: (1) math faculty mentors assisting non-math faculty with integrating math into modules within their courses; (2) connected courses where math and non-math faculty from other disciplines design joint curriculum modules to be used in both courses; (3) service learning/civic engagement initiatives incorporated as part of course activities to strengthen student understanding of the ways in which mathematics is used to understand and solve problems within the larger community; and (4) design of interdisciplinary learning communities that integrate math and non-math courses. Intellectual Merit: The project goals are to: (1) strengthen students' quantitative literacy by providing opportunities across the curriculum to experience linkages between mathematics, other subject areas, and daily life; (2) provide training and support to faculty so that they can create modules, connected courses, and learning communities that highlight mathematics dimensions within their disciplines; (3) create a college-wide culture that acknowledges the value of Mathematics Across the Curriculum; and (4) share strategies, curriculum and results with other faculty across the region and nation. Project activities include summer institutes to provide faculty with initial training, ongoing consultation as initiatives are implemented, annual end-of-semester retreat to review outcomes, assessment and evaluation, and regional and national dissemination. It supports the achievement of the college's new institutional student learning outcomes related to critical thinking and communication. It also offers additional strategies to address high numbers of students failing or not completing developmental math courses at the college. Broader Impact: The project is assuring that students can not only utilize mathematical skills in the workplace, but also can analyze, understand, and discuss a range of mathematical, scientific, and cultural issues that impact their lives and communities. By learning mathematics in the context of issues that are meaningful to them, students gain lifelong quantitative literacy and numeracy skills. Because faculty model best practices in mathematics instruction and there are a large number of preservice teachers at the college, the project also impacts those preparing for teaching careers, the vast majority of whom will teach at the preK-12 level. This project increases opportunities for many minority students to achieve math competencies in both developmental and required college-level courses, to obtain a certificate or associate degree, and to transfer to a four-year college and/or enter the workforce. In years two and three, faculty from other colleges and high schools also develop MAC projects for their institutions. While the three-year student impact is projected at 1500 students, the long-term impact on numbers of students will be even greater as faculty continue to infuse mathematics across the curriculum.

跨课程数学 (MAC) 项目正在调整埃德蒙兹社区学院 (0088149)、达特茅斯学院 (9552462) 和阿尔弗诺学院 (9653689) 的 NSF 资助项目的课程和策略，以促进教师发展。共有 60 名教职员工（其中 36 名来自该机构，24 名来自其他两年制学院和高中）参与该项目。项目活动涉及以下一项或多项：（1）数学教师导师协助非数学教师将数学整合到其课程模块中； (2) 连接课程，来自其他学科的数学和非数学教师设计联合课程模块以在这两个课程中使用； (3) 将服务学习/公民参与举措纳入课程活动，以加强学生对如何使用数学来理解和解决更大社区内的问题的理解； (4) 整合数学和非数学课程的跨学科学习社区的设计。智力优势：该项目的目标是：（1）通过在整个课程中提供体验数学、其他学科领域和日常生活之间联系的机会来加强学生的定量素养； (2) 为教师提供培训和支持，以便他们能够创建模块、关联课程和学习社区，突出其学科内的数学维度； (3) 创建一种承认数学在整个课程中的价值的全校文化； (4) 与地区和国家的其他教师分享策略、课程和成果。项目活动包括为教师提供初步培训的暑期学院、实施举措时的持续咨询、审查成果的年度期末静修会、评估和评估，以及区域和国家传播。它支持学院新机构学生实现与批判性思维和沟通相关的学习成果。它还提供了额外的策略来解决大量学生未能或未完成大学发展数学课程的问题。更广泛的影响：该项目确保学生不仅可以在工作场所运用数学技能，还可以分析、理解和讨论影响他们的生活和社区的一系列数学、科学和文化问题。通过在对他们有意义的问题中学习数学，学生可以获得终生的定量素养和计算技能。由于教师们在数学教学方面树立了最佳实践的典范，而且学院有大量的职前教师，因此该项目也会影响那些为教师职业做准备的人，他们中的绝大多数将在 preK-12 阶段任教。该项目为许多少数族裔学生提供了在发展课程和必修大学课程中获得数学能力、获得证书或副学士学位以及转入四年制大学和/或进入劳动力市场的机会。在第二年和第三年，其他学院和高中的教师也为其机构开发 MAC 项目。虽然三年学生影响预计为 1500 名学生，但随着教师继续将数学融入到课程中，对学生数量的长期影响将会更大。