Collaborative Research: Supporting Pedagogical Innovation for a Generation of Transformation via Inquiry-Based Learning in Mathematics (SPIGOT)

协作研究：通过数学探究式学习支持教学创新，促进一代人的转型（SPIGOT）

• 批准号: 1225820
• 负责人: Matthew Jones
• 金额: $ 6.88万
• 依托单位: California State University-Dominguez Hills Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1225820&HistoricalAwards=false
• 关键词: Collaborative; Research; Supporting; Pedagogical; Innovation

SPIGOT, Supporting Pedagogical Innovation for a Generation Of Transformation, is providing intensive four-day workshops in Inquiry-Based Learning (IBL) in college mathematics. Led by experienced faculty developers and IBL practitioners, the SPIGOT workshops engage about 120 mathematics instructors from diverse institutions, especially early-career faculty, in one of three summer workshops. Workshops prepare instructors to implement research-based, student-centered approaches to teaching and learning. Conference-based mini-workshops serve as an on-ramp to the intensive workshops.SPIGOT's design is informed by faculty-development literature and experience to address major obstacles to change. It draws upon existing infrastructure of the Academy of Inquiry-Based Learning to support participants' long-term engagement with an active community of practice. As instructors adopt IBL in one or more courses, thousands of students experience potentially transformative mathematics education.The evaluation-with-research study is gathering data on faculty response to the workshops and aspects of their local context that help or hinder implementation of an IBL course. Such data offer formative feedback to the workshop leaders and add to knowledge about how best to encourage faculty uptake of these proven methods. Dissemination of the study findings will target both mathematics educators and the broader STEM education community.

SPIGOT 支持一代变革的教学创新，正在提供为期四天的大学数学探究式学习 (IBL) 强化研讨会。 SPIGOT 研讨会由经验丰富的教师开发人员和 IBL 从业者领导，在三个夏季研讨会之一中吸引了来自不同机构的约 120 名数学教师，特别是早期职业教师。 研讨会帮助教师做好实施基于研究、以学生为中心的教学方法的准备。以会议为基础的小型研讨会是通往密集研讨会的入口。SPIGOT 的设计参考了教师发展文献和经验，以解决变革的主要障碍。它利用探究式学习学院的现有基础设施来支持参与者长期参与活跃的实践社区。当教师在一门或多门课程中采用 IBL 时，成千上万的学生会体验到潜在的变革性数学教育。研究评估研究正在收集教师对研讨会的反应以及有助于或阻碍 IBL 课程实施的当地环境方面的数据。这些数据为研讨会领导者提供了形成性反馈，并增加了关于如何最好地鼓励教师采用这些行之有效的方法的知识。研究结果的传播将针对数学教育工作者和更广泛的 STEM 教育界。