CCLI-Phase 2: Colorado Momentum: Oral Assessment in the Mathematical Sciences Classroom

数学（21）该合作项目解决了美国大学数学和数学相关课程中存在的一个问题：重要的早期大学数学课程的高失败率，特别是微积分i。所使用和测试的教学策略是基于通过集中口语话语或口语来增强概念发展的想法。目前的工作是分析和扩展早期的工作，这些工作的重点是帮助那些有微积分不及格风险的学生。基于早期使用有效的教学策略（包括口语）降低不合格率的成功，项目团队现在正在将这些教学策略应用于几个新环境中的不同用户：不同的STEM（科学、技术工程和数学）部门、不同的学院和不同的教育水平的课程。这个项目的目标是：1)在不同的学习者群体和不同的教育环境中完善、实施和测试口语；2)对口语辅导者（包括讲师、助教、本科生学习助理）进行培训、辅导和评估；3)提供广泛的实现评估工件；4)建立新学习材料的数据库和网站（各种课程的口语问题）；5)提高STEM学生的记忆力和理解力。智力优势：在K-12数学科学课堂上，话语的重要性已经得到了证明。这项建议的一个潜在的重要影响将是通过进行仔细的实验来评估增加话语的一种方法：口头，从而促进全国对话。特别是，项目团队将进行口语的概念验证研究，从小型教室（原始设置）转移到大型讲座部分。更广泛的影响：许多STEM专业要求成功完成微积分序列；然而，许多大学生无法实现他们的职业目标，因为他们无法通过微积分入门课程。这个项目将解决这个重要的国家问题。这项新工作不仅将出现在更多种类的数学课程中，还将出现在航空航天和机械工程入门课程中，以及当地一所高中两年的代数课程中。

Mathematics (21) This collaborative project addresses a problem that occurs in many mathematics and mathematics-related courses at the university-level across the US: high failure rates in important early college mathematics courses, especially in Calculus I. The teaching strategy being used and tested is based on the idea of using Enhanced Conceptual Development through Focused Oral Discourse, or Orals. The current work is analyzing and extending earlier work that has been focused on helping students identified as at risk of failing calculus. Based on the earlier success of reducing failure rates using effective teaching strategies, including Orals, the project team is now applying these teaching strategies to diverse users in several new settings: to classes taught in different STEM (science, technology engineering, and mathematics) departments, at a different college, and at different educational levels. The goals of this project are to: 1) Refine, implement, and test Orals with diverse groups of learners and in diverse education settings; 2) Provide training, coaching and evaluation for facilitators of Orals including Instructors, Teaching Assistants and Undergraduate Learning Assistants; 3) Provide extensive assessment artifacts of the implementations; 4) Create a database and website of new learning materials (Orals questions for diverse courses); and 5) Improve the retention and understanding of STEM students. Intellectual Merit: The importance of discourse in the mathematical sciences classroom has already been shown for K-12. A potentially important impact of this proposal will be to contribute to the national dialogue by conducting careful experiments that assess one method of increasing discourse: Orals. In particular, the project team will conduct proof of concept studies of Orals, in moving from small classrooms (the original setting) to large lecture sections. Broader Impact: Many STEM majors require successful completion of a calculus sequence; however, many university students do not achieve their career goals because of their inability to pass the introductory calculus courses. This project will address this important national issue. The new work will not only be in a larger variety of mathematics courses, but also in introductory Aerospace and Mechanical Engineering courses, and at a local high school in a two-year algebra course.