Collaborative Research: POGIL Math - Guided Inquiry Materials for Gatekeeper Courses in Mathematics

协作研究：POGIL Math - 数学把关人课程的指导探究材料

• 批准号: 1122547
• 负责人: Zdenka Guadarrama
• 金额: $ 3.18万
• 依托单位: Rockhurst University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-10-01 至 2016-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1122547&HistoricalAwards=false
• 关键词: Collaborative; Research; POGIL; Math; Guided

This collaborative project is applying the approach of Process Oriented Guided Inquiry Learning (POGIL), which has been successful in chemistry, to undergraduate pre-calculus and first semester calculus courses. The team's work is guided by three main goals: i) to create new POGIL learning materials for pre-calculus and calculus where reform will have a large and visible impact; ii) to develop faculty expertise within the mathematics community to implement these new materials by presenting math-specific POGIL workshops at national mathematics meetings and POGIL summer workshops; and iii) to conduct in depth research on undergraduate mathematics education by implementing a case study design to examine learning in POGIL MATH classroom contexts. Several factors contribute to the strong intellectual merit of this project. First, the PI team brings together combined expertise in (1) authoring high quality POGIL chemistry activities; (2) curricular innovations in mathematics; (3) mathematics education research; and (4) evaluation. Second, the POGIL Project's National Office is lending support in training and dissemination. Moreover, because POGIL is a nationally tested and proven pedagogical strategy based on research on how students learn, classroom materials generated as part of the proposed project are expected to generate results in mathematics similar to those in chemistry: a) improved student learning; b) decreased attrition (especially among underrepresented minority students); c) improved attitudes toward mathematics; and d) increased faculty adoptions. The project is exercising its broader impact in several ways. First, the case study design of the project's research component is informing the mathematics community about how POGIL activities can challenge student misconceptions in calculus as identified in the mathematics education literature, as well as how classroom context affects implementation of POGIL activities. Second, the materials developed in this project are being classroom tested in diverse settings, both by the authors and by beta-testers, hence increasing the potential transportability of these POGIL mathematics activities to any faculty member's classroom. In addition, several of the institutions directly involved in the development of the POGIL calculus materials have large percentages of underrepresented students taking calculus, and thus any curricular change is in the position to have a significant impact on retention of minority students and women. Finally, the variety of institutions both in the collaborative and among the pilot test sites are expanding the network of POGIL experts, spanning a variety of post-secondary institutions, regions throughout the U.S., and disciplines, thus having a potentially transformative effect on mathematics instruction in the undergraduate STEM education community.

该合作项目正在将化学领域成功的面向过程引导探究学习（POGIL）方法应用到本科预科微积分和第一学期微积分课程中。该团队的工作以三个主要目标为指导： i) 为初级微积分和微积分创建新的 POGIL 学习材料，改革将产生巨大而明显的影响； ii) 通过在全国数学会议和 POGIL 夏季研讨会上举办数学特定的 POGIL 研讨会，发展数学界的教师专业知识，以实施这些新材料； iii) 通过实施案例研究设计来检验 POGIL MATH 课堂环境中的学习情况，对本科数学教育进行深入研究。有几个因素促成了该项目的强大智力价值。首先，PI 团队汇集了以下方面的综合专业知识：(1) 编写高质量的 POGIL 化学活动； （2）数学课程创新； （三）数学教育研究； (4)评价。其次，POGIL项目国家办公室在培训和传播方面提供支持。此外，由于 POGIL 是一项经过全国测试和验证的教学策略，基于对学生如何学习的研究，因此作为拟议项目的一部分生成的课堂材料预计将在数学方面产生与化学类似的结果：a）改善学生的学习； b) 人员流失减少（尤其是代表性不足的少数族裔学生）； c) 改善对数学的态度； d) 增加教师的采用。该项目正在通过多种方式发挥其更广泛的影响。首先，该项目研究部分的案例研究设计是向数学界通报 POGIL 活动如何挑战数学教育文献中确定的学生对微积分的误解，以及课堂环境如何影响 POGIL 活动的实施。其次，该项目开发的材料正在不同的环境中进行课堂测试，由作者和测试人员进行，因此增加了这些 POGIL 数学活动到任何教师课堂的潜在可移植性。此外，一些直接参与 POGIL 微积分材料开发的机构中，有很大比例的学生在学习微积分，因此任何课程的变化都会对少数族裔学生和女性的保留产生重大影响。最后，合作和试点测试点中的各种机构正在扩大 POGIL 专家网络，涵盖美国各地的各种高等教育机构、地区和学科，从而对本科 STEM 教育界的数学教学产生潜在的变革性影响。