Collaborative Research: Bridging Math and Science - Authentic Laboratory Experiences in Mathematical Biology

合作研究：连接数学和科学 - 数学生物学的真实实验室经验

• 批准号: 1245421
• 负责人: James Powell
• 金额: $ 9.97万
• 依托单位: Utah State University
• 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: 2013-08-15 至 2016-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1245421&HistoricalAwards=false
• 关键词: Collaborative; Research; Bridging; Math; Science

There is no precedent for math instruction using "wet" labs to engage students in mathematics through data-driven inquiry experiences. In this project, we construct Laboratory Experiences in Mathematical Biology (LEMBs) for undergraduate math classrooms. LEMBs are developed collaboratively at Utah State University and Colorado College, aimed at sophomore classrooms including both STEM and non-STEM majors. Students manipulate and interact with real-world biological mechanisms, construct their own mathematical descriptions and gain deeper understanding of underlying mathematical relationships. LEMBs are open-ended, inviting student participation and creativity. Student acquisition of modeling and problem-solving skills and the effect of LEMBs on other skills are evaluated using pre/post-tests, think-aloud exercises, and instructor/student interviews. We expect to create new knowledge about learners' construction of modeling and problem-solving skills. LEMBs invite student-centered mathematics instruction and expose faculty to alternative pedagogy. We assemble pedagogical materials to facilitate lab-based instruction, including alternate mathematical pathways rooted in the labs, multiple assessment items, and educational vignettes based on classroom observations to illustrate key pedagogical techniques. LEMBs and instructor support materials are made available to faculty nationwide via Open Access publication through USU?s Digital Commons. Presentations about LEMBs are made at conferences, and articles are also submitted to research and education journals.

使用“湿”实验室可以通过数据驱动的查询经验来吸引学生参与数学的数学指导。在这个项目中，我们为本科数学课堂构建了数学生物学（LEMB）的实验室经验。 LEMBS是在犹他州立大学和科罗拉多大学合作开发的，该学院针对大二教室，包括STEM和非STEM专业。学生操纵并与现实世界的生物学机制进行互动，构建自己的数学描述，并对潜在的数学关系有更深入的了解。 LEMB是开放式的，诱人的学生参与和创造力。学生获取建模和解决问题的技能以及LEMB对其他技能的影响，使用预/后测试，思想练习以及讲师/学生访谈评估。我们希望创建有关学习者建造建模和解决问题技能的新知识。 LEMBS邀请以学生为中心的数学教学，并使教师接触替代教育学。我们组装教学材料，以促进基于实验室的教学，包括植根于实验室的替代数学途径，多个评估项目和基于课堂观察的教育小插图，以说明关键的教学技术。 LEMBS和教师支持材料可通过USU的数字公共场所通过开放访问出版物在全国范围内提供。有关LEMB的演讲是在会议上进行的，并且文章还提交给研究和教育期刊。