From Symbol Manipulation to Meaning Making: a Cross-disciplinary Video Development Project to Promote Fluency with Mathematics in Science

在这个项目中，加州大学圣地亚哥分校试图促进科学中的数学流畅性。这个项目的一个重要方面是由具有统计学和科学专业知识的数学家组成的跨学科团队，他们作为一个实践社区来开发、测试和完善专注于变化率和概率的视频。新的视频将是独特的，因为发展是由研究基地通知。视频在教学和学习中的重要应用有望将学生从碎片化、程序化和情境依赖的知识转移到拥有更综合、概念化和可转移知识的阶段。该项目的主要目标是制作40个简短的教学视频，具有引人注目的视觉效果和清晰的解释。这些视频将涉及两个基本主题领域中的八个跨学科子主题：变化率和概率。该项目的全部范围将包括制作单独的视频，探索物理、化学、生物和数学的变化率和概率的子主题。第五段视频将举例说明它们在研究中的相关性。外部评价人员将收集定性和定量数据，测试团队在四个不同学科中使用视频的影响。皮尤研究中心（Pew Research Center）的一份报告指出，虽然宽带在弱势群体和农村人口中并非无处不在，但它是迄今为止提供教育材料的最佳工具。非裔美国人和西班牙裔学习者更倾向于使用手持设备。文化和教学的包容性将通过调整为网络开发的材料在手持设备上的功能来实现。

In this project the University of California-San Diego seeks to promote fluency with mathematics in science. A significant aspect of this project is the interdisciplinary team of mathematicians with expertise in statistics and science faculty who are functioning as a Community of Practice to develop, test, and refine videos focusing on rates of change and probability. The new videos will be unique as the development is informed by the research base. This important use of videos in teaching and learning is expected to move students from fragmented, procedural, and context dependent knowledge to a stage of having more integrated, conceptual and transferable knowledge.The primary goal of the project will be to produce 40 short instructional videos with compelling visuals and clear explanations. The videos will address eight inter-disciplinary sub-topics within the two fundamental topic areas: rates of change and probability. The full scope of the project will include producing individual videos exploring the sub-topics of rates of change and probability across physics, chemistry, biology, and mathematics. A fifth video will provide an example of their relevance in research. The external evaluator will collect qualitative and quantitative data testing the impact of the use of videos the team makes across four different disciplines. A report from the Pew Research Center indicates that broadband access among disadvantaged and rural populations while not ubiquitous provides by far the best tool for making education materials available. African American and Hispanic learners are more apt to have a handheld device. Cultural and pedagogical inclusivity will be achieved by adapting materials developed for the web to function on hand held devices.