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

CCLI-第 2 阶段：科罗拉多动力：数学科学课堂中的口头评估

• 批准号: 0817417
• 负责人: Mary Nelson
• 金额: $ 45.46万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-10-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0817417&HistoricalAwards=false
• 关键词: CCLI; Phase; Colorado; Momentum; Oral

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.

数学（21）这个合作项目解决了一个问题，发生在许多数学和数学相关的课程，在美国各地的大学水平：高失败率在重要的早期大学数学课程，特别是在微积分I。正在使用和测试的教学策略是基于通过重点口语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，一直专注于帮助学生确定为失败的风险微积分。基于早期使用有效的教学策略（包括Orals）降低失败率的成功，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：在不同的STEM（科学，技术工程和数学）部门，在不同的大学和不同的教育水平中教授的课程。本项目的目标是：1）在不同的教育环境中，针对不同的学习者群体，完善、实施和测试口语教学; 2）为口语教学的促进者，包括教师、助教和本科生助教提供培训、指导和评估; 3）提供广泛的实施评估工件; 4）创建新学习材料的数据库和网站（各种课程的口语问题）;和5）提高STEM学生的保留和理解。智力优势：在数学科学课堂上，话语的重要性已经在K-12中得到了体现。这一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，即口头发言，从而为全国对话做出贡献。特别是，项目团队将进行口头的概念研究的证明，从小教室（原始设置）到大型讲座部分。更广泛的影响：许多STEM专业需要成功完成微积分序列;然而，许多大学生因为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。新的工作不仅将在各种各样的数学课程，而且在介绍航空航天和机械工程课程，并在当地高中在一个为期两年的代数课程。