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.

能否进入STEM职业生涯在很大程度上取决于学生在基础数学课程上的成功。对学生必须发展的数学问题解决能力了解甚少，以便利用以前课程中的数学知识来学习作为其研究领域核心的数学。数学问题解决项目(MPSI)开发项目将创建一个验证性问题和相关评估项目池，以显示学生在研究文献中确定的五个关键领域的数学问题解决(MPS)：(A)理解/定向，(B)代表/连接，(C)挑战/困难，(D)复习，和(E)辩护/辩护。为此，该项目将：(1)与大学代数和微积分专业的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，该项目将对大约1600名大学代数学生和1400名微积分学生进行试行和改进；(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项目在多大程度上抓住了MPS的要素。与涉及基于任务的面试和使用详细评分规则审查学生作业的劳动和时间密集型学生MPS能力测量不同，MPSI项目设计将提供使用Likert类型量表的项目，并可以通过机器评分。该项目将调查这些项目在多大程度上反映了大学代数和微积分课程对MPS的影响，以及这些数学课程的成功程度可以从MPSI项目项目的表现来推断这些数学课程的成功程度。MPSI项目将提供一个重要而有效的工具，将在课程中获得的技能、程序知识和概念知识与在未来课程中利用这些数学知识并在STEM领域坚持下去所需的MPS水平分开。