Improving students' mathematical sense-making in engineering: Research and development

提高学生在工程中的数学意义：研究与开发

• 批准号: 0835880
• 负责人: Andrew Elby
• 金额: $ 50万
• 依托单位: University of Maryland, College Park
• 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: 2008-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0835880&HistoricalAwards=false
• 关键词: Improving; students; mathematical; sense; making

In this project a team from the University of Maryland Departments of Physics,Mechanical Engineering, and Electrical & Computer Engineering, will redesign a freshman physics course sequence to improve mathematical comprehension or ?sense-making? in engineering students. It will assess the effects of these improvements by comparing students who had taken the traditional courses with students who had taken the modified courses in sophomore level required mechanical and electrical engineering courses. Two specific research questions will be addressed. What factors contribute to students? difficulties with mathematical sense-making? Can redesigned introductory physics courses improve students? mathematical sense-making and overall performance in their later engineering courses? Previous research suggests that to address the first question the research team must probe not just for mathematical skill deficiencies but also for students? lack of understanding of the relevant physics/engineering concepts, lack of ability or propensity to translate between formalism and real-world relations, and naïve beliefs about how to learn and apply math. These factors and interactions among them will be explored using multiple methods, including analysis of video of students solving challenging problems in small groups. The second question will be addressed using the team?s previous work in modifying the algebra-based introductory physics sequence for life science majors. For engineers, effective use of mathematics is more than manipulating equations and applying algorithms. It involves mathematical ?sense-making? or looking for coherence and meaning partly by translating between symbolic relations on the page and causal and functional relations in the world. Although mathematical sense-making is central to students? success with modeling and design, many engineering students have trouble with it. Underpreparation and underconfidence in math often discourage students, and improved methods of teaching mathematical sense-making can increase the number and diversity of engineering majors.

在这个项目中，来自马里兰州大学物理系、机械工程系和电子计算机工程系的一个团队将重新设计一个新生物理课程序列，以提高数学理解能力，或者？有意义吗in engineering工程students学生.它将评估这些改进的效果，通过比较学生谁采取了传统的课程和学生谁采取了修改后的课程，在大二水平所需的机械和电气工程课程。将讨论两个具体的研究问题。哪些因素对学生有影响？数学推理的困难吗重新设计的物理入门课程能提高学生的学习能力吗？数学意义的形成和他们以后的工程课程的整体表现？先前的研究表明，要解决第一个问题，研究小组不仅要探索数学技能的缺陷，还要探索学生的数学技能缺陷。缺乏对相关物理/工程概念的理解，缺乏在形式主义和现实世界关系之间转换的能力或倾向，以及对如何学习和应用数学的天真信念。这些因素及其相互作用将使用多种方法进行探索，包括分析学生在小组中解决具有挑战性的问题的视频。第二个问题将使用团队解决？的以前的工作，在修改代数为基础的介绍物理序列的生命科学专业。对于工程师来说，有效地使用数学不仅仅是操纵方程和应用算法。它涉及数学？有意义吗或者通过在页面上的符号关系和世界上的因果关系和功能关系之间进行转换来寻找连贯性和意义。虽然数学意义的形成是学生的中心？尽管数学建模和设计取得了成功，但许多工程专业的学生在这方面遇到了困难。对数学准备不足和信心不足往往会使学生气馁，而改进数学意义的教学方法可以增加工程专业的数量和多样性。