Spatial Mathematics, Engineering, and Science: Toward an Integrated STEM Education
空间数学、工程和科学:迈向综合 STEM 教育
基本信息
- 批准号:1252875
- 负责人:
- 金额:$ 29.76万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2012
- 资助国家:美国
- 起止时间:2012-10-01 至 2014-09-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
The goal of Spatial Mathematics, Engineering, and Science: Toward an Integrated STEM Education is to develop a provisional learning progression spanning grades K-5 that articulates and tests the potential of experiencing, describing, and representing space as the core of an integrated STEM education. The science of space has an extensive scope within and across disciplinary boundaries of science, mathematics and engineering, the project will create a coherent approach to elementary instruction in which mathematical reasoning about space is systematically cultivated. Simultaneously, researchers are exploring the potential of spatial mathematics as a resource for engineering design of kinematic machines and for the development of mechanistic reasoning about the behavior of these machines. Work across these disciplines situates and motivates the mathematical work and also provides opportunities to investigate the intersections and contrasts among signature disciplinary practices, such as definition and proof in mathematics, design in engineering, and modeling in science. The research and development is being conducted in a middle school which is a full partner in the project. In partnership, researchers and participating teachers are designing and implementing curricular approaches intended to support spatial knowledge and reasoning. Professional development will enhance and capitalize on teachers' roles as specialists in student thinking. The research consists of design studies conducted in 12 participating classrooms, K-5, and small-scale teaching experiments conducted with children across the same grade span. The research will establish provisional pathways and landmarks in learning about space, as well as the curricular activities and teacher practices necessary to support integrated STEM learning. The project is novel in three ways. First, it provides children with early and systematic access to multiple geometries (e.g., plane, cylinder, sphere) to develop sophisticated understandings of powerful, yet experientally accessible concepts, such as straight, and STEM-related practices, such as model, definition and proof. Second, both the National Research Council Science/Engineering and the Common Core State Standards Mathematics highlight the role of practices in the development of disciplinary knowledge, and this project is providing a practical avenue for coordinating the co-development of disciplinary practices and knowledge. Third, the unifying theme of space is threaded through problems and contexts in mathematics, science and engineering, which provide a sound basis for generative STEM integration-integration that does not lose sight of the distinctive practices in different disciplines, but, instead, leverages these distinctions to produce multiple ways of knowing about space. Research and development is being conducted with underrepresented populations of students who are typically underserved in STEM education. Although the numbers of students reached in this phase of the work are relatively modest, the longer-term potential is great, because instruction anchored in space may be more accessible to students who struggle with traditional forms of mathematics education. The increased attention to integrated STEM education at the national level also ensures that this effort is likely to contribute to the knowledge base required to advance interdisciplinary forms of schooling.
《空间数学、工程和科学:通向综合STEM教育》的目标是开发一个跨越K-5年级的临时学习进程,阐明并测试作为综合STEM教育核心的体验、描述和表现空间的潜力。空间科学在科学、数学和工程学的学科边界内和之间具有广泛的范围,该项目将创建一种连贯的初级教学方法,在这种方法中系统地培养关于空间的数学推理。与此同时,研究人员正在探索空间数学作为运动学机器的工程设计和开发关于这些机器行为的机械推理的资源的潜力。这些学科的工作定位和激励了数学工作,也提供了调查标志性学科实践之间的交叉和对比的机会,例如数学中的定义和证明、工程中的设计和科学中的建模。这项研究和开发是在一所中学进行的,该中学是该项目的完全合作伙伴。通过合作,研究人员和参与的教师正在设计和实施旨在支持空间知识和推理的课程方法。专业发展将加强和利用教师作为学生思维专家的角色。这项研究包括在12个参与的K-5教室进行的设计研究,以及对同一年级跨度的儿童进行的小规模教学实验。这项研究将建立学习空间知识的临时途径和里程碑,以及支持STEM综合学习所需的课程活动和教师做法。该项目在三个方面是新颖的。首先,它为孩子们提供了早期和系统地接触多种几何图形(例如,平面、圆柱体、球体)的机会,以发展对强大的、但经验上可接触的概念的复杂理解,例如直接的、与STEM相关的实践,如模型、定义和证明。其次,国家科学/工程研究委员会和共同核心国家标准《数学》都强调实践在发展学科知识方面的作用,该项目为协调学科实践和知识的共同发展提供了一条切实可行的途径。第三,统一的空间主题贯穿于数学、科学和工程中的问题和背景,这为生成性的STEM综合提供了良好的基础--综合不会忽视不同学科的独特做法,而是利用这些区别产生关于空间的多种认识方式。正在对STEM教育中代表性不足的学生群体进行研究和开发,这些学生通常在STEM教育中得不到足够的服务。尽管这一阶段的工作涉及的学生人数相对较少,但长期的潜力是巨大的,因为对传统数学教育形式苦苦挣扎的学生来说,扎根于太空的教学可能更容易获得。国家一级对综合STEM教育的日益重视也确保了这一努力很可能有助于促进跨学科形式的学校教育所需的知识基础。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Richard Lehrer其他文献
Structuring variability by negotiating its measure
- DOI:
10.1007/bf03217548 - 发表时间:
2009-07-01 - 期刊:
- 影响因子:1.300
- 作者:
Richard Lehrer;Min-Joung Kim - 通讯作者:
Min-Joung Kim
The Design of a Case-Based Hypermedia Teaching Tool
- DOI:
10.1023/a:1009849920575 - 发表时间:
2000-05-01 - 期刊:
- 影响因子:3.500
- 作者:
Jeffrey K. Horvath;Richard Lehrer - 通讯作者:
Richard Lehrer
Developing conceptions of statistics by designing measures of distribution
- DOI:
10.1007/s11858-011-0347-0 - 发表时间:
2011-07-02 - 期刊:
- 影响因子:2.400
- 作者:
Richard Lehrer;Min-Joung Kim;Ryan Seth Jones - 通讯作者:
Ryan Seth Jones
Supporting the Development of Conceptions of Statistics by Engaging Students in Measuring and Modeling Variability
通过让学生参与测量和建模变异性来支持统计学概念的发展
- DOI:
10.1007/s10758-007-9122-2 - 发表时间:
2007-12-08 - 期刊:
- 影响因子:3.500
- 作者:
Richard Lehrer;Min-joung Kim;Leona Schauble - 通讯作者:
Leona Schauble
Richard Lehrer的其他文献
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{{ truncateString('Richard Lehrer', 18)}}的其他基金
Collaborative Research: Developing a Modeling Orientation to Science: Teaching and Learning Variability and Change in Ecosystems
合作研究:发展科学建模方向:教学和学习的变异性和生态系统的变化
- 批准号:
2010207 - 财政年份:2020
- 资助金额:
$ 29.76万 - 项目类别:
Standard Grant
Collaborative Research: Modeling Assessment to Enhance Teaching and Learning
协作研究:评估建模以加强教学
- 批准号:
1621088 - 财政年份:2016
- 资助金额:
$ 29.76万 - 项目类别:
Continuing Grant
Understanding Space Through Engineering Design
通过工程设计了解空间
- 批准号:
1316312 - 财政年份:2013
- 资助金额:
$ 29.76万 - 项目类别:
Standard Grant
Constructing Data, Modeling Worlds: Collaborative Investigation of Statistical Reasoning
构建数据,建模世界:统计推理的协作研究
- 批准号:
0337675 - 财政年份:2004
- 资助金额:
$ 29.76万 - 项目类别:
Continuing Grant
Teaching and Learning Geometry for Understanding
教学几何以促进理解
- 批准号:
9552554 - 财政年份:1995
- 资助金额:
$ 29.76万 - 项目类别:
Standard Grant
THINKING ABOUT SIMPLE MACHINES: MODEL-BASED REASONING IN DESIGN CONTEXTS
思考简单机器:设计环境中基于模型的推理
- 批准号:
9355850 - 财政年份:1994
- 资助金额:
$ 29.76万 - 项目类别:
Continuing Grant
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