Researching the impact of an online MOOC designed to transform student engagement and achievement in mathematics

研究旨在改变学生数学参与度和成绩的在线 MOOC 的影响

• 批准号: 1443790
• 负责人: Jo Boaler
• 金额: $ 20万
• 依托单位: Stanford University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-01 至 2016-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1443790&HistoricalAwards=false
• 关键词: Researching; impact; online; MOOC; designed

This project is designed to study a Massively Open Online Course (MOOC), expected to have approximately 2 million students, which will supplement middle grades mathematics classes to understand the impact on students' mathematical learning and engagement in mathematics. The MOOC learning environment, used with school aged children in concert with their regular mathematics course, focuses on helping students to develop positive and productive beliefs, or growth mindsets, about their own potential in mathematics and to teach the students a range of strategies that lead to mathematics success. A better understanding of growth mindsets and learning how to learn mathematics in the context of regular classroom instruction potentially makes important contributions in introducing a new intervention to tens of thousands of students. This contribution is made in concert with providing evidence of impact of using MOOCs coupled with classroom instruction with school aged children on student learning. If the study finds that the mathematics intervention MOOC significantly increases students' achievement and engagement with mathematics, it can be scaled nationally and potentially change the face of mathematics education in the United States.This study examines non-cognitive factors, mindsets, cognitive factors, and strategies for learning mathematics, in the context of a MOOC combined with classroom instruction for middle grades students in mathematics. No previous mindset study has researched the impact of mindset messages within mathematics, and the proposed study will add important knowledge to this field. The study will also contribute to new knowledge of MOOCs, of their potential as learning opportunities and of the design of innovative pedagogies. Using a blocked randomized control trial of 10,000 students in two California districts, the statistical design employed will enable schools to implement the program across entire classes of students. The study employs measures of pre/post changes in mathematics engagement, mindset, use of mathematics strategies, and mathematics achievement, with close examination of the implications for girls, students of color, students of different socio-economic-status and low achieving students.

该项目旨在研究一个大规模开放式在线课程（MOOC），预计将有大约200万学生，这将补充中学数学课程，以了解对学生数学学习和参与数学的影响。 MOOC学习环境与学龄儿童一起使用，与他们的常规数学课程一起使用，重点是帮助学生发展积极和富有成效的信念，或成长心态，关于他们自己在数学方面的潜力，并教学生一系列导致数学成功的策略。更好地了解成长心态并学习如何在常规课堂教学的背景下学习数学，可能会为向数万名学生引入新的干预措施做出重要贡献。这一贡献是与使用MOOC与学龄儿童的课堂教学相结合对学生学习的影响相一致的。如果这项研究发现，数学干预MOOC显著提高了学生的数学成绩和参与度，那么它可以在全国范围内推广，并可能改变美国数学教育的面貌。本研究在MOOC与中等年级学生数学课堂教学相结合的背景下，考察了非认知因素、思维方式、认知因素和学习数学的策略。以前没有研究过数学中思维信息的影响，拟议的研究将为这一领域增加重要的知识。该研究还将有助于MOOC的新知识，其作为学习机会的潜力和创新课程的设计。通过对加州两个地区的10,000名学生进行区组随机对照试验，采用的统计设计将使学校能够在整个班级的学生中实施该计划。 本研究采用的措施前/后的变化，数学参与，心态，数学策略的使用，数学成绩，密切检查的影响，女孩，学生的颜色，学生的不同的社会经济地位和低成就的学生。