MATH:EAGER Understanding faculty barriers in adopting evidence-based integrated mathematics curricula

数学：渴望了解教师采用循证综合数学课程的障碍

• 批准号: 1544388
• 负责人: Geoffrey Herman
• 金额: $ 29.92万
• 依托单位: University of Illinois at Urbana-Champaign
• 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: 2015-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1544388&HistoricalAwards=false
• 关键词: MATH; EAGER; Understanding; faculty; barriers

Successful experiences in mathematics during the first two years of college are critical to students' persistence and learning in engineering. There is a need within engineering to examine courses in the engineering program in order to both provide appropriate learning experiences that increase students' knowledge and retention of content and support their persistence in engineering. This project will address this with an integrated mathematics and engineering course that connects the mathematics students need to engineering tasks and contexts. The goal of the project is to explore an engineering mathematics course designed within the college of engineering. The first objective is to design and teach the course while collecting data about students' performance, persistence and their mathematics understanding. The second objective is to investigate faculty perceptions of students' knowledge of mathematics to understand the structural barriers that may prevent the adoption of such a course. The EHR Core Research program, which supports this work, emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.The integrated engineering and mathematics course is important for supporting students' learning and application of knowledge from mathematics within engineering. Each mathematics topic in the course will include an engineering perspective and tasks. The project will specifically investigate the perception of students' mathematical maturity by mathematics faculty. The research design includes a case study of the mathematics department using interviews with faculty and students as well as the collection of other documents that describe the context. The case study data will also include clinical interviews with students from the engineering mathematics course and a comparable course to document their mathematical understanding and beliefs.

大学头两年在数学方面的成功经验对学生在工程方面的坚持不懈和学习至关重要。在工程学中，有必要审查工程学计划中的课程，以便提供适当的学习经验，增加学生的知识和对内容的保留，并支持他们对工程学的坚持不懈。这个项目将通过一门综合的数学和工程课程来解决这个问题，该课程将把学生的数学需求与工程任务和背景联系起来。该项目的目标是探索一门在工程学院内设计的工程数学课程。第一个目标是设计和教授这门课程，同时收集关于学生的表现、坚持不懈和他们的数学理解的数据。第二个目标是调查教师对学生数学知识的看法，以了解可能阻止采用这样一门课程的结构性障碍。支持这项工作的EHR核心研究计划强调STEM教育的基础研究，以产生该领域的基础知识。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。集成的工程和数学课程对于支持学生在工程中学习和应用数学知识非常重要。本课程中的每个数学主题将包括工程观点和任务。该项目将专门调查数学教师对学生数学成熟度的看法。研究设计包括一个数学系的案例研究，使用对教职员工和学生的采访，以及收集其他描述背景的文件。案例研究数据还将包括对工程数学课程和一门类似课程的学生的临床访谈，以记录他们对数学的理解和信念。

项目成果

Evidence‐Based Change Practices

基于证据的变革实践

• DOI: 10.1002/jee.20152
• 发表时间: 2017
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: Herman, Geoffrey L.;Loewenstein, Jeffrey
• 通讯作者: Loewenstein, Jeffrey

Espoused Faculty Epistemologies for Engineering Mathematics: Towards Defining “Mathematical Maturity” for Engineering

工程数学教师认识论：定义工程的“数学成熟度”

• DOI: 10.18260/p.26735
• 发表时间: 2016
• 期刊: Proceedings of the 2016 American Society for Engineering Education Annual Conference and Exposition
• 作者: Faulkner, Brian;Herman, Geoffrey L.
• 通讯作者: Herman, Geoffrey L.