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.

数学教学使用“湿”实验室通过数据驱动的探究体验让学生参与数学，这是没有先例的。在这个项目中，我们构建了数学生物学实验室经验（LEMBs）的本科数学课堂。LEMB是在犹他州州立大学和科罗拉多学院合作开发的，针对的是包括STEM和非STEM专业的大二学生。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，并获得更深层次的数学关系的理解。LEMB是开放式的，邀请学生参与和创造力。学生的建模和解决问题的能力和LEMBs对其他技能的影响收购使用前/后测试，有声思维练习，和教师/学生访谈进行评估。我们期望创造新的知识，学习者的建设的建模和解决问题的技能。LEMBs邀请以学生为中心的数学教学，并使教师接触到替代教学法。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，以及基于课堂观察的教育小插曲，以说明关键的教学技术。LEMB和教师支持材料通过开放获取出版物提供给全国教师通过USU？s数字共享。关于LEMBs的演讲在会议上进行，文章也提交给研究和教育期刊。