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

在数学教学中使用“湿”实验室通过数据驱动的探究体验来吸引学生参与数学教学，这是没有先例的。在这个项目中，我们为本科数学课堂构建了数学生物学实验室体验（LEMBs）。LEMBs是由犹他州立大学和科罗拉多学院合作开发的，针对包括STEM和非STEM专业在内的大二班级。学生操纵和与现实世界的生物机制互动，构建自己的数学描述，并对潜在的数学关系有更深的理解。LEMBs是开放式的，邀请学生参与和创造。学生获得建模和解决问题的技能，以及LEMBs对其他技能的影响，通过前/后测试、有声思考练习和教师/学生访谈来评估。我们期望创造关于学习者建模和解决问题能力的新知识。LEMBs邀请以学生为中心的数学教学，并使教师接触到不同的教学法。我们收集教学材料以促进基于实验室的教学，包括基于实验室的替代数学途径，多个评估项目，以及基于课堂观察的教育小插曲，以说明关键的教学技术。LEMBs和教师支持材料通过USU的开放获取出版物提供给全国的教师。数字共享资源。关于LEMBs的介绍在会议上进行，文章也提交给研究和教育期刊。

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.