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

数学(21)这个合作项目解决了美国许多大学层面的数学和数学相关课程中出现的一个问题：重要的大学早期数学课程，特别是微积分I的高失败率。正在使用和测试的教学策略是基于通过重点口头话语或口语使用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被认定有微积分不及格风险的学生。基于早期使用包括口语在内的有效教学策略降低失败率的成功经验，项目团队现在正在几个新的环境中将这些教学策略应用于不同的用户：在不同的STEM(科学、技术工程和数学)系、不同的学院和不同的教育水平教授的班级。该项目的目标是：1)在不同的学习者群体和不同的教育环境中改进、实施和测试口语；2)为包括教师、助教和本科生学习助理在内的口语促进者提供培训、指导和评估；3)提供广泛的实施评估材料；4)创建新学习材料的数据库和网站(不同课程的口语问题)；以及5)提高STEM学生的记忆力和理解力。智力上的价值：数学科学课堂中话语的重要性已经在K-12年级得到了证明。这一提议的一个潜在重要影响将是通过进行仔细的实验来评估一种增加话语的方法：口头交流，从而为全国对话做出贡献。特别是，项目团队将对口语进行概念验证研究，从小教室(原始环境)转移到大讲课部分。更广泛的影响：许多STEM专业要求成功完成微积分序列；然而，许多大学生由于无法通过微积分入门课程而无法实现他们的职业目标。该项目将解决这一重要的国家问题。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，以及当地一所高中为期两年的代数课程中。

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.