Collaborative Proposal: Mathematical Modeling with Cultural and Community Contexts

协作提案:具有文化和社区背景的数学建模

基本信息

  • 批准号:
    1561305
  • 负责人:
  • 金额:
    $ 69.42万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Continuing Grant
  • 财政年份:
    2016
  • 资助国家:
    美国
  • 起止时间:
    2016-09-01 至 2020-08-31
  • 项目状态:
    已结题

项目摘要

This proposal was submitted in response to EHR Core Research (ECR) program announcement NSF 15-509. The ECR program of fundamental research in STEM education provides funding in critical research areas that are essential, broad and enduring. EHR seeks proposals that will help synthesize, build and/or expand research foundations in the following focal areas: STEM learning, STEM learning environments, STEM workforce development, and broadening participation in STEM. The ECR program is distinguished by its emphasis on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation.A team of investigators from the University of Arizona will conduct research on the teaching and learning of mathematical modeling in diverse elementary classrooms in Arizona and Washington. Mathematical modeling skills are foundational as they connect core mathematical ideas to real world experiences through analysis, representation, interpretation, and revision. Mathematical modeling also supports enduring understandings and practices in mathematics, such as problem solving and generalization. While mathematical modeling has a strong tradition in secondary education, the increased content of college and career readiness standards requires an introduction to modeling in elementary school. To address this need, the researchers will: (a) advance foundational knowledge on teaching and learning mathematical modeling in grades 3 through 5; (b) refine innovative professional development programs to increase teacher understanding and practice of mathematical modeling that draws on student experiences and relevant cultural and community contexts; and (c) develop a set of valid and reliable measures to evaluate teacher and student learning outcomes related to mathematical modeling. The project is funded by the EHR Core Research program, which supports fundamental research that advances the research literature on STEM learning, and has implications for education in both formal and informal settings. The project will be conducted as a mixed methods, multi-tiered design experiment. Across the three project years, researchers will iteratively develop and refine a professional development model with cohorts of teachers in Arizona and Washington who work in high poverty schools with culturally and linguistically diverse populations. The researchers will measure the potential for impact of the model on mathematics instruction and student learning. The proposed work to design mathematical modeling tasks is based on tenets of progressive formalization Realistic Mathematics Education (RME), which suggest that contexts matter for supporting student learning of mathematical modeling. The model integrates research on teaching and learning of mathematical modeling, and research on the role of culturally and community based funds of knowledge in teaching and learning mathematics. As students work on modeling tasks, they will produce artifacts that include evidence of reasoning and thinking. They will also be assessed by means of a Common Core aligned State-level Standardized Mathematics Assessment measure. Teachers will adapt mathematical modeling tasks, design lessons around those tasks, and iteratively refine a set of reusable tools for assessing students modeling activity. To measure impact on student learning, the researchers will use a two-group design to compare student learning in classrooms of training condition teachers with student learning in comparable, non-training condition classrooms. Since few teachers currently use mathematical modeling instruction in grades 3-5, a teacher comparison group to measure impact on teacher learning will not be employed. Rather, the researchers will use participating teachers as their own controls to examine changes over time in their understanding and practice.
该提案是为了响应EHR核心研究(ECR)计划公告NSF 15-509而提交的。在STEM教育的基础研究ECR计划提供资金在关键的研究领域是必不可少的,广泛的和持久的。EHR寻求有助于综合,建立和/或扩大以下重点领域研究基础的建议:STEM学习,STEM学习环境,STEM劳动力发展和扩大STEM参与。ECR计划的特点是强调积累强有力的证据,为以下努力提供信息:(a)理解,(B)建立解释理论,(c)建议干预措施(和创新),以应对STEM兴趣,教育,学习,来自亚利桑那大学的一组调查人员将在不同的小学进行数学建模的教学研究。亚利桑那州和华盛顿的教室。数学建模技能是基础,因为它们通过分析,表示,解释和修改将核心数学思想与真实的世界经验联系起来。数学建模还支持持久的理解和数学实践,如问题解决和概括。虽然数学建模在中学教育中有很强的传统,但大学和职业准备标准的内容增加需要在小学引入建模。为了满足这一需求,研究人员将:(a)推进3至5年级数学建模教学的基础知识;(B)完善创新的专业发展计划,以提高教师对数学建模的理解和实践,借鉴学生的经验和相关的文化和社区背景;及(c)发展一套有效及可靠的措施,以评估教师及学生在数学建模方面的学习成果。该项目由EHR核心研究计划资助,该计划支持基础研究,促进STEM学习的研究文献,并对正式和非正式环境中的教育产生影响。该项目将作为一个混合的方法,多层次的设计实验进行。在三个项目年中,研究人员将与亚利桑那州和华盛顿的教师群体一起迭代开发和完善专业发展模型,这些教师在文化和语言多样化的人口中的高度贫困学校工作。研究人员将衡量该模型对数学教学和学生学习的潜在影响。建议的工作,设计数学建模任务是基于渐进式形式化现实数学教育(RME)的原则,这表明上下文的问题,支持学生学习数学建模。该模型整合了数学建模的教与学的研究,以及基于文化和社区的知识基金在数学教与学中的作用的研究。当学生在建模任务上工作时,他们将产生包括推理和思考证据的工件。他们还将通过一个共同核心对齐国家级标准化数学评估措施进行评估。教师将适应数学建模任务,围绕这些任务设计课程,并迭代地完善一套可重用的工具,用于评估学生的建模活动。为了衡量对学生学习的影响,研究人员将使用两组设计来比较学生在培训条件教师的教室中的学习与学生在可比的非培训条件教室中的学习。由于目前很少有教师在3-5年级使用数学建模教学,因此将不采用教师比较组来衡量对教师学习的影响。相反,研究人员将使用参与教师作为自己的控制,以检查随着时间的推移,他们的理解和实践的变化。

项目成果

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Erin Turner其他文献

A joint international consensus statement for measuring quality of survival for patients with childhood cancer
衡量儿童癌症患者生存质量的联合国际共识声明
  • DOI:
    10.1038/s41591-023-02339-y
  • 发表时间:
    2023
  • 期刊:
  • 影响因子:
    82.9
  • 作者:
    Rebecca J. van Kalsbeek;M. Hudson;R. L. Mulder;M. Ehrhardt;D. Green;D. Mulrooney;Jessica Hakkert;J. den Hartogh;A. Nijenhuis;H. V. van Santen;A. S. Schouten;Harm van Tinteren;L. Verbruggen;H. Conklin;L. Jacola;R. Webster;M. Partanen;W. Kollen;M. Grootenhuis;R. Pieters;L. Kremer;Rebecca J. Jaap Hanneke M. Harm Femke Madeleine Traci Chan van Kalsbeek den Hartogh van Santen van Tinteren A;Rebecca J. van Kalsbeek;J. den Hartogh;H. V. van Santen;Harm van Tinteren;F. Aarsen;Madeleine Adams;Traci Adams;Chantal van den Akker;Roland Amman;Shekinah J Andrews;Greg Armstrong;Andishe Atterbaschi;Amedeo A Azizi;K. van Baarsen;Simon Bailey;Justin Baker;Lisa Bakker;Laura R. Beek;Peter Bekkering;Janneke van den Bergen;Esther M. M. van den Bergh;M. Bierings;Michael Bishop;G. Bisogno;John Boatner;Saskia Boerboom;Judith de Bont;F. Boop;C. van den Bos;Eric Bouffet;Rick Brandsma;Ida Bremer Ophorst;Bernadette Brennan;Rachel C. Brennan;D. Bresters;Sippy ten Brink;L. Brugières;Birgit Burkhardt;Gabriele Calaminus;F. Calkoen;Kristin E. Canavera;Leeann Carmichael;Sharon M Castellino;M. Cepelova;W. Chemaitilly;Julia Chisholm;Karen Clark;Debbie Crom;Amanda Curry;Brian M. DeFeo;Jennifer van Dijk;Stephanie B. Dixon;Jeffrey Dome;Jean Donadieu;Babet L Drenth;Carlo Dufour;Adam Esbenshade;G. Escherich;T. Fay;C. Faure;Andrea Ferrari;J. Flerlage;Kayla Foster;Lindsay Frazier;Wayne Furman;Carlos Galindo;Hoong;Jessica A. Gartrell;James I. Geller;C. Gidding;Jan Godzinsky;B. Goemans;R. Gorlick;Rinske Graafland;Norbert Graf;M. van Grotel;Marjolein ter Haar;V. de Haas;M. Hagleitner;Karen Hale;Chris Halsey;Darren R Hargrave;J. Harman;Henrik Hasle;R. Haupt;L. Haveman;Douglas Hawkins;L. van der Heijden;Katja M. J. Heitink;M. V. D. van den Heuvel;N. Hijiya;L. Hjorth;B. Hoeben;Renske Houben;E. Hoving;C. Hulsker;Antoinette Jaspers;Liza Johnson;Niki Jurbergs;L. Kahalley;Seth E. Karol;G. Kaspers;Erica Kaye;Anne Kazak;Rachèl Kemps;T. Kepák;Raja Khan;P. Klimo;R. Knops;Andy Kolb;Rianne Koopman;K. Kraal;C. Kramm;Matthew T Krasin;P. Lähteenmäki;Judith Landman;J. Lavecchia;J. Lemiere;Angelia Lenschau;Charlotte Ligthart;Raphaële R. L. van Litsenburg;Jan Loeffen;Mignon Loh;John Lucas;J. van der Lugt;Peggy Lüttich;Renee Madden;Arshia Madni;John Maduro;Sanne van der Mark;Armanda Markesteijn;Christine Mauz;Annelies Mavinkurve;L. Meijer;T. Merchant;H. Merks;Bill Meyer;F. Meyer;Paul A. Meyers;Rebecka Meyers;Erna M. C. Michiels;M. Minkov;B. De Moerloose;Kristen Molina;John Moppett;Kyle Morgan;Bruce Morland;Sabine Mueller;Hermann Müller;Roosmarijn Muller;M. Muraca;Sandra Murphy;V. Nanduri;Michael Neel;C. Niemeyer;Maureen O’Brien;D. Orbach;Jale Özyurt;H. H. van der Pal;V. Papadakis;Alberto S Pappo;Lauren Pardue;Kendra R. Parris;Annemarie Peek;Bob Phillips;S. Plasschaert;Marieka Portegies;Brian S. Potter;I. Qaddoumi;Debbie Redd;Lineke Rehorst;Stephen Roberts;J. Roganovic;Stefan Rutkowski;M. V. D. van de Sande;Victor Santana;Stephanie Saslawsky;Kim Sawyer;Katrin Scheinemann;G. Schleiermacher;Kjeld Schmiegelow;R. Schoot;Fiona Schulte;A. Sehested;Inge Sieswerda;Rod Skinner;Relinde Slooff;Donna Sluijs;I. van der Sluis;Daniel Smith;Holly Spraker;Sheri L. Spunt;Mirjam Sulkers;T. Sweeney;Mary Taj;Clifford Takemoto;Aimee C. Talleur;Hannah Taylor;Chantal Tersteeg;Sheila Terwisscha;Sophie Thomas;Brigitte W. Thomassen;C. Tinkle;Rebecca Tippett;W. Tissing;I. Tonning;Anke Top;Erin Turner;Santhosh Upadhyaya;A. Uyttebroeck;Güler Uyuk;Kees P. van de Ven;B. Versluys;Emma Verwaaijen;Saphira Visser;Jochem van Vliet;E. de Vos;A. D. de Vries;D. V. van Vuurden;Claire Wakefield;K. Warren;Chantal van Wegen Peelen;Aaron Weiss;Marianne D van de Wetering;Jeremy Whelan;Romy Wichink;L. Wiener;Marc H.W.A. Wijnen;V. Willard;Terry Wilson;Jennifer Windham;Laura de Winter;O. Witt;M. Wlodarski;Kim Wouters;Corina Wouterse;Kasey Wyrick;L. Zaletel;Alia Zaidi;Jonne van Zanten;J. Zsiros;Lisa Zwiers
  • 通讯作者:
    Lisa Zwiers
Practice Patterns and Patient Experience of Care Among US Veterans with Prostate Cancer: A 10-Year Scoping Review
美国退伍军人前列腺癌的实践模式和患者护理体验:十年范围界定回顾
  • DOI:
    10.1097/ju9.0000000000000106
  • 发表时间:
    2024
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Mital Patel;Erin Turner;Natalie C. Edwards;Olubiyi Aworunse;Samir Bhattacharyya
  • 通讯作者:
    Samir Bhattacharyya
Downstream Revenue Realized by Facilities Placing Inflatable Penile Prosthesis in Medicare Beneficiaries to Treat Erectile Dysfunction
  • DOI:
    10.1016/j.urology.2024.04.018
  • 发表时间:
    2024-07-01
  • 期刊:
  • 影响因子:
  • 作者:
    Andrew Sun;Abimbola O. Williams;Sirikan Rojanasarot;Gregory Moore;Alysha M. McGovern;Liesl M. Hargens;Erin Turner;Paurush Babbar
  • 通讯作者:
    Paurush Babbar
Student Participation in Collective Problem Solving in an After-School Mathematics Club: Connections to Learning and Identity
Actionable partnerships for shaping healthcare’s future by closing the equitable access gap and delivering meaningful change
  • DOI:
    10.1057/s41271-025-00578-6
  • 发表时间:
    2025-07-01
  • 期刊:
  • 影响因子:
    1.900
  • 作者:
    Manoj Monga;Denise Asafu-Adjei;Sirikan Rojanasarot;Emmanuel Ezekekwu;Natalie Edwards;Kathryn Unger;Erin Turner;Samir Bhattacharyya
  • 通讯作者:
    Samir Bhattacharyya

Erin Turner的其他文献

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{{ truncateString('Erin Turner', 18)}}的其他基金

Collaborative Research: Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling
合作研究:通过初等数学建模促进公平并加强教学
  • 批准号:
    2010178
  • 财政年份:
    2020
  • 资助金额:
    $ 69.42万
  • 项目类别:
    Continuing Grant

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Collaborative Proposal: REU Site: North Carolina A&T State University and Elon University Joint Summer REU in Mathematical Biology
合作提案:REU 地点:北卡罗来纳州 A
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    1851957
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    2019
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Collaborative Proposal: REU Site: North Carolina A&T State University and Elon University Joint Summer REU in Mathematical Biology
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Collaborative Proposal: Mathematical Modeling With Cultural and Community Contexts
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  • 批准号:
    1561311
  • 财政年份:
    2016
  • 资助金额:
    $ 69.42万
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  • 批准号:
    1561304
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Collaborative Proposal: Mathematical and experimental study of lipid bilayer shape and dynamics mediated by surfactants and proteins
合作提案:表面活性剂和蛋白质介导的脂质双层形状和动力学的数学和实验研究
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合作提案:东南大西洋数学科学研讨会
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