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: 1122757
• 负责人: Catherine Beneteau
• 金额: $ 5.41万
• 依托单位: University of South Florida
• 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=1122757&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.

这个合作项目是应用过程导向的引导探究学习（POGIL），这已在化学成功的方法，本科预科微积分和第一学期微积分课程。该小组的工作是由三个主要目标指导：一）创建新的POGIL学习材料的前微积分和微积分的改革将有一个巨大的和明显的影响;二）发展教师的专业知识，在数学界实施这些新的材料，提出具体的数学POGIL讲习班在国家数学会议和POGIL夏季讲习班;以及iii）通过实施一个案例研究设计，对POGIL数学课堂环境中的学习进行深入研究。有几个因素促成了这一项目的强大智力价值。首先，PI团队汇集了（1）编写高质量的POGIL化学活动的综合专业知识;（2）数学课程创新;（3）数学教育研究;（4）评估。第二，POGIL项目的国家办公室正在培训和传播方面提供支助。此外，由于POGIL是一个全国性的测试和证明的教学策略的基础上，对学生如何学习的研究，课堂材料产生的一部分，拟议的项目，预计将产生类似的结果在数学化学：a）改善学生的学习; B）减少自然减员（特别是在代表不足的少数民族学生）; c）改善对数学的态度;和d）增加教师的采用。该项目正在以几种方式发挥其更广泛的影响。首先，该项目的研究组成部分的案例研究设计是告知数学界如何POGIL活动可以挑战学生的错误概念，在微积分中确定的数学教育文献，以及如何课堂环境影响POGIL活动的实施。其次，该项目中开发的材料正在不同的环境中进行课堂测试，由作者和Beta测试人员进行，从而增加了这些POGIL数学活动到任何教职员工课堂的潜在可移植性。此外，直接参与编写POGIL微积分材料的几个机构中，选修微积分的学生比例很大，因此，任何课程改革都能对少数民族学生和妇女的保留产生重大影响。最后，各种机构都在合作和试点测试地点之间正在扩大POGIL专家的网络，跨越各种中学后机构，整个美国的地区，和学科，从而对本科STEM教育社区的数学教学产生潜在的变革性影响。