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

SPIGOT，支持一代转型的教学创新，正在提供为期四天的大学数学探究性学习(IBL)密集研讨会。由经验丰富的教师开发人员和IBL实践者领导，水龙头研讨会吸引了来自不同机构的约120名数学教师，特别是职业生涯早期的教师，参加三个暑期研讨会中的一个。研讨会使教师能够实施以研究为基础、以学生为中心的教学方法。以会议为基础的迷你研讨会是通往密集工作室的入口。SPIGOT的设计借鉴了教师发展文献和经验，以解决变革的主要障碍。它利用以探究为基础的学习学院的现有基础设施，支持参与者长期参与活跃的实践社区。随着教师在一门或多门课程中采用IBL，成千上万的学生体验到了潜在的变革性数学教育。评估与研究相结合的研究正在收集教师对研讨会的反应以及当地环境中有助于或阻碍IBL课程实施的方面的数据。这些数据为研讨会领导人提供了形成性反馈，并增加了关于如何最好地鼓励教师采用这些经过验证的方法的知识。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。

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.