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: 1122695
• 负责人: Jill Guerra
• 金额: $ 6.09万
• 依托单位: University of Arkansas at Fort Smith
• 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=1122695&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.

这个合作项目是将在化学领域取得成功的面向过程的研究性学习(POGIL)方法应用于本科微积分预科和第一学期的微积分课程。该团队的工作以三个主要目标为指导：i)为微积分预科和微积分课程创建新的POGIL学习材料，改革将产生重大和明显的影响；ii)在数学界发展教师专业知识，通过在全国数学会议和POGIL暑期研讨会上举办POGIL数学专题讲习班来实施这些新材料；以及iii)通过实施案例研究设计来检查POGIL数学课堂环境中的学习情况，对本科生数学教育进行深入研究。有几个因素促成了这个项目强大的智力价值。首先，PI团队汇集了(1)编写高质量的POGIL化学活动；(2)数学课程创新；(3)数学教育研究；(4)评估方面的综合专业知识。其次，POGIL项目的国家办公室在培训和传播方面提供支持。此外，由于POGIL是一种基于对学生如何学习的研究的全国性测试和验证的教学策略，作为拟议项目的一部分编制的课堂材料预计将在数学方面产生类似于化学的结果：a)改善学生的学习；b)减少自然流失率(特别是在代表不足的少数族裔学生中)；c)改善对数学的态度；以及d)增加教师的采用。该项目正在几个方面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向数学界介绍了POGIL活动如何挑战数学教育文献中确定的学生在微积分方面的误解，以及课堂环境如何影响POGIL活动的实施。其次，在这个项目中开发的材料正在不同的环境中进行课堂测试，既有作者也有测试者，因此增加了这些POGIL数学活动到任何教职员工课堂的潜在可传递性。此外，直接参与POGIL微积分教材开发的几个机构中，选修微积分的学生比例偏低，因此课程的任何变化都将对少数族裔学生和女性的留校率产生重大影响。最后，合作考点和试点考点中的各种机构正在扩大POGIL专家网络，覆盖各种大专院校、全美地区和学科，从而对本科STEM教育界的数学教学产生潜在的变革影响。