MATH: EAGER:Mathematical Problem Solving Item Development Project

数学：EAGER：数学问题解决项目开发项目

• 批准号: 1544545
• 负责人: James Alvarez
• 金额: $ 27.05万
• 依托单位: University of Texas at Arlington
• 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 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1544545&HistoricalAwards=false
• 关键词: MATH; EAGER; Mathematical; Problem; Solving

Access to STEM careers relies heavily on student success in their foundational mathematics courses. Little is understood about the mathematical problem solving capacity students must develop in order to leverage mathematical knowledge from prior courses in learning mathematics central to their field of study. The Mathematical Problem Solving Item (MPSI) Development Project will create a pool of validated problems and associated assessment items that indicate a student's mathematical problem solving (MPS) in five key areas identified in the research literature: (a) sense-making/ orienting, (b) representing/ connecting, (c) challenge/ difficulty, (d) reviewing, and (e) defending/ justifying. To this end, the project will: (1) develop and refine items that indicate levels of MPS in the five areas stated above with students in college algebra and calculus. To this end, the project will pilot and refine items with approximately 1600 college algebra students and 1400 calculus student; (2) validate items by convening a panel of experts in MPS; and (3) use a pre- and post-assessment design to examine the extent to which the MPSI items capture the elements of MPS.In contrast to labor- and time-intensive measures of students' MPS capacity that involve task-based interviews and review of student work using detailed scoring rubrics, the MPSI item design will provide items that use a Likert-type scale and can be machine scored. The project will investigate the extent to which the items capture the impact of curricula in college algebra and calculus on MPS as well as the extent to which success in these mathematics courses can be inferred from student MPS profiles derived from performance on MPSI project items. The MPSI project will provide an important and efficient tool that separates skills, procedural knowledge, and conceptual knowledge gained in a course from the MPS levels needed to leverage this mathematical knowledge in future courses and to persist in STEM fields.

进入STEM职业在很大程度上取决于学生在基础数学课程中的成功。很少有人了解数学问题解决能力的学生必须发展，以利用数学知识，从以前的课程学习数学中心，他们的研究领域。数学问题解决项目（MPSI）开发项目将创建一个验证的问题和相关的评估项目，表明学生的数学问题解决（MPS）在研究文献中确定的五个关键领域：（a）意义/定向，（B）代表/连接，（c）挑战/困难，（d）审查，（e）辩护/辩护。为此，该项目将：（1）与大学代数和微积分学生一起开发和完善表明上述五个领域MPS水平的项目。为此，该项目将与大约1600名大学代数学生和1400名微积分学生一起试点和完善项目;（2）通过召集MPS专家小组来验证项目;以及（3）使用评估前和评估后设计来检查MPSI项目捕获MPS要素的程度。与劳动力和时间相比，MPSI项目设计将提供使用Likert类型量表的项目，并可进行机器评分。该项目将调查项目在多大程度上捕捉课程在大学代数和微积分MPS的影响，以及在多大程度上可以推断出这些数学课程的成功，从学生的MPS配置文件来自MPSI项目项目的性能。MPSI项目将提供一个重要而有效的工具，将课程中获得的技能，程序知识和概念知识与在未来课程中利用这种数学知识并坚持STEM领域所需的MPS水平分开。