Collaborative Research: Project CLEAR Calculus: Coherent Labs to Enhance Accessible and Rigorous Calculus Instruction

合作研究：CLEAR 微积分项目：增强易懂且严格的微积分教学的连贯实验室

• 批准号: 1245178
• 负责人: Jason Martin
• 金额: $ 4.58万
• 依托单位: University of Central Arkansas
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-07-01 至 2016-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1245178&HistoricalAwards=false
• 关键词: Collaborative; Research; Project; CLEAR; Calculus

This collaborative project is a research-based effort to make calculus conceptually accessible to more students while simultaneously increasing the coherence, rigor, and applicability of the content students are learning. Its intellectual merit rests on an ongoing program of research from which the principal investigators have conceptualized a framework for learning and teaching calculus that builds on students' intuitive reasoning about approximations and error analyses. Combining this framework with a constructivist approach, the project team is refining and disseminating lab activities that address the content of a standard course sequence in differential, integral, and multivariable calculus with supporting materials and interactive technology for students. The project is exercising broader impact through its efforts to help develop a community of practice around these ideas through a set of efforts that includes: conducting summer workshops, holding weekly video-conferences, and making available classroom video and instructor notes to support faculty professional development for implementation of the labs. Finally, a research and evaluation component is assessing the impact of the lab activities on student conceptual development of the central ideas in calculus through the use of two quantitative measures: i) a Calculus Concept Assessment (CCA) to measure shifts in students' understanding of the central concepts of calculus and ii) a Limit Models Assessment (LMA) to measure shifts in the cognitive models employed by students while reasoning with these calculus concepts. The project is further adding to the knowledge base of STEM education by studying the effectiveness of its faculty development efforts through an analysis of pilot instructors' exams using an Exam Characterization Framework (ECF) and the continuous collection of detailed feedback on all components of the project.

这个合作项目是一项基于研究的工作，旨在让更多学生从概念上理解微积分，同时提高学生正在学习的内容的连贯性、严谨性和适用性。它的智力价值依赖于一项正在进行的研究计划，主要研究人员根据该计划概念化了一个学习和教授微积分的框架，该框架建立在学生对近似和误差分析的直观推理的基础上。将该框架与建构主义方法相结合，项目团队正在完善和传播实验室活动，这些活动涉及微分、积分和多变量微积分标准课程序列的内容，并为学生提供支持材料和交互式技术。该项目正在发挥更广泛的影响力，通过一系列努力帮助围绕这些想法建立一个实践社区，其中包括：举办夏季研讨会、每周举行视频会议以及提供课堂视频和讲师笔记，以支持教师实施实验室的专业发展。最后，研究和评估部分是通过使用两种定量措施来评估实验室活动对学生微积分中心思想概念发展的影响：i) 微积分概念评估 (CCA)，用于衡量学生对微积分中心概念理解的变化；ii) 极限模型评估 (LMA)，用于衡量学生在用这些微积分概念进行推理时所采用的认知模型的变化。该项目通过使用考试特征框架 (ECF) 分析试点讲师的考试以及持续收集该项目所有组成部分的详细反馈，研究其教师发展工作的有效性，进一步丰富了 STEM 教育的知识库。