MATH:EAGER: Guide to Evidenced-Based Instructional Practices in Undergraduate Mathematics

数学:渴望:本科数学循证教学实践指南

基本信息

  • 批准号:
    1544324
  • 负责人:
  • 金额:
    $ 30万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2015
  • 资助国家:
    美国
  • 起止时间:
    2015-11-01 至 2019-10-31
  • 项目状态:
    已结题

项目摘要

A strong background in mathematics is expected of college graduates so that they can thrive in the workforce as science, technology, engineering, mathematics (STEM) professionals, and professionals in other technical and non-technical fields, as well as citizens able to navigate the variety of information available through the media and other sources. To this end, there have been efforts in the mathematical sciences to improve the learning and teaching of undergraduate mathematics. A body of research on learning and teaching now exists that provides evidence pointing to effective strategies for teaching of mathematics to college students. This project will produce an instructional practices guide to emphasize evidence-based student-centered pedagogies. This instructional practices guide will serve as a research-based resource for mathematics instructors, both faculty and graduate students, at all types of higher education institutions. The Mathematical Association of America (MAA) is the largest professional organization focused on undergraduate mathematics and is the leading source for mathematics faculty professional development as well as resources for teaching and learning undergraduate mathematics. As such, the MAA is the natural and optimal lead organization to produce a resource intended to infuse research-based pedagogies into the teaching of undergraduate mathematics. For each topic addressed, the instructional practices guide will include a summary and synthesis of current literature on that topic. In producing these summaries, the project team expects to discover areas of research in which the evidence-base is better developed than for others. Thus, the project will also address two primary research questions: (1) What general pedagogies and/or specific instructional practices have a well-established empirical basis demonstrating their effectiveness (or lack thereof)? (2) What general pedagogies and/or specific instructional practices are in need of further research to establish an empirical basis demonstrating their effectiveness (or lack thereof)?
大学毕业生应具备扎实的数学背景,这样他们才能成为科学、技术、工程、数学(STEM)专业人员,以及其他技术和非技术领域的专业人员,以及能够通过媒体和其他来源获取各种信息的公民。为此,数学科学学界一直在努力改善本科数学的学与教。现在有大量关于学习和教学的研究,提供了指向大学生数学教学有效策略的证据。本项目将产生一份教学实践指南,强调以证据为基础的以学生为中心的教学法。本教学实践指南将为所有类型高等教育机构的数学教师、教师和研究生提供研究基础资源。美国数学协会(MAA)是最大的专注于本科数学的专业组织,是数学教师专业发展以及本科数学教学资源的主要来源。正因为如此,MAA是自然和最佳的领导组织,以生产旨在将研究型教学法注入本科数学教学的资源。对于所讨论的每个主题,教学实践指南将包括对该主题的当前文献的总结和综合。在制作这些摘要的过程中,项目团队希望发现证据基础比其他领域发展得更好的研究领域。因此,该项目还将解决两个主要的研究问题:(1)哪些一般教学法和/或具体的教学实践有一个完善的实证基础来证明其有效性(或缺乏)?(2)哪些一般教学法和/或具体教学实践需要进一步研究,以建立证明其有效性(或缺乏有效性)的经验基础?

项目成果

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Douglas Ensley其他文献

Douglas Ensley的其他文献

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{{ truncateString('Douglas Ensley', 18)}}的其他基金

Collaborative Research: Online Professional Enhancement and Capacity Building for Instructional Practices in Undergraduate Mathematics
合作研究:本科数学教学实践的在线专业提升和能力建设
  • 批准号:
    2111260
  • 财政年份:
    2021
  • 资助金额:
    $ 30万
  • 项目类别:
    Continuing Grant
The Mathematical Education of Teachers as an Application of Undergraduate Mathematics (META Math)
教师数学教育作为本科数学的应用(META Math)
  • 批准号:
    1726624
  • 财政年份:
    2017
  • 资助金额:
    $ 30万
  • 项目类别:
    Standard Grant
Preparing Mathematical Sciences Students for Business, Industry, and Government Careers (Pre-BIG)
为数学科学学生进入商业、工业和政府职业做好准备(BIG 预科)
  • 批准号:
    1345499
  • 财政年份:
    2013
  • 资助金额:
    $ 30万
  • 项目类别:
    Continuing Grant
Mobile Math Apps
移动数学应用程序
  • 批准号:
    1140299
  • 财政年份:
    2012
  • 资助金额:
    $ 30万
  • 项目类别:
    Standard Grant
Using Research to Shape Instruction and Placement in Algebra and Precalculus
利用研究来塑造代数和初级微积分的教学和布局
  • 批准号:
    1122965
  • 财政年份:
    2011
  • 资助金额:
    $ 30万
  • 项目类别:
    Standard Grant
Development of Interactive Material for the Constructivist Teaching of Mathematical Proof to Future Teachers
开发用于未来教师数学证明建构主义教学的互动材料
  • 批准号:
    0230755
  • 财政年份:
    2003
  • 资助金额:
    $ 30万
  • 项目类别:
    Standard Grant

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