Common Sense: Quantitative Reasoning in the Undergraduate Curriculum

常识：本科课程中的定量推理

• 批准号: 0942186
• 负责人: Maura Mast
• 金额: $ 19.08万
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-03-01 至 2013-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0942186&HistoricalAwards=false
• 关键词: Common; Sense; Quantitative; Reasoning; Undergraduate

Mathematical Sciences (21)This project is developing, assessing, and disseminating materials for teaching a quantitative reasoning course. In contrast with many similar courses, which cover a set of mathematical topics using relevant examples, this course is being driven by complex stories about, for example, inflation, fuel economy, and paying off debt. Students are developing quantitative, common sense approaches to examine the issues of interest, and instructors review relevant mathematical material as necessary. Spreadsheets are being used as a tool for investigation and computation. Materials being developed include a textbook, homework problems and solutions, model spreadsheets, and supplements for both students and faculty. Course materials are designed to incorporate best practices in teaching. The project is evaluating the ability of the course to change, in the long term, the way students approach quantitative data. Dissemination plans include faculty development workshops for prospective instructors of the new course. Overall, the project is seeking to develop students' willingness and ability to assess numerical evidence in order to make informed decisions. It has the potential to impact a wide variety of students enrolling in general education mathematics courses.

数学科学(21)这个项目正在开发、评估和传播一门定量推理课程的教学材料。与许多类似的课程不同，这些课程使用相关的例子涵盖了一系列数学主题，这门课程是由一些复杂的故事推动的，例如，通货膨胀、燃油经济性和偿还债务。学生们正在发展定量的常识方法来研究感兴趣的问题，教师根据需要复习相关的数学材料。电子表格正被用作调查和计算的工具。正在开发的材料包括一本教科书、家庭作业问题和解决方案、模型电子表格以及供学生和教师使用的补充资料。课程教材旨在纳入教学的最佳做法。该项目正在评估该课程长期改变学生获取量化数据的方式的能力。传播计划包括为新课程的未来教师举办教师发展讲习班。总体而言，该项目正在寻求培养学生评估数字证据的意愿和能力，以便做出明智的决定。它有可能对参加普通教育数学课程的各种各样的学生产生影响。