Collaborative Research: Student Engagement in Mathematics through an Institutional Network for Active Learning

协作研究：学生通过主动学习的机构网络参与数学

• 批准号: 1624639
• 负责人: Chris Rasmussen
• 金额: $ 28.61万
• 依托单位: San Diego State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2023-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1624639&HistoricalAwards=false
• 关键词: Collaborative; Research; Student; Engagement; Mathematics

Overwhelming evidence from education research has shown that active learning instructional techniques generate significantly greater student learning than traditional approaches in undergraduate science, technology, engineering, and mathematics (STEM) courses. To date, though, few college and university faculty employ active learning approaches in their introductory STEM classes. This disconnect between practices with established higher effectiveness and actual classroom teaching is particularly troublesome in mathematics because student success in all STEM disciplines relies on a strong mathematics foundation. This project will investigate environments at six institutions that have successfully improved student learning in the Precalculus-to-Calculus 2 (P2C2) sequence by employing active learning in mathematics (ALM). The results of this work will lead to important strategies for adapting, implementing, supporting, and assessing ALM in P2C2 courses. In order to meet the needs of institutions wishing to improve their mathematics instruction, the project will produce multiple options for implementation based upon case studies of the successful institutions. Overall, the project will benefit the mathematical sciences community by: improving student success in high-enrollment undergraduate courses, better preparing those students who go on to STEM majors, and improving the teaching of future faculty through the mentoring of graduate students. Faculty members at the University of Colorado at Boulder (1624628), San Diego State University (1624639), and the University of Nebraska-Lincoln (1624643) will collaborate with the Association of Public and Land-Grant Universities (APLU) (1624610) to research and advance how to influence and sustain educational change in mathematics departments--ultimately, at national scale. A fundamental goal of the project is to develop a better understanding of how to enact and support institutional change for implementing ALM in undergraduate learning environments. The underlying research question is: What conditions, strategies, interventions and actions at the institutional, departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of ALM in the undergraduate P2C2 sequence across varied institutions? Project team members will work as part of APLU's ALM Research Action Cluster to advance understanding of the factors that influence and enhance institutional change as manifested through implementation of models of ALM in the P2C2 sequence. Research will follow a design research methodology linking qualitative and quantitative data collection and analysis to capture the iterative and cyclical processes of institutional change. The project will be carried out in two phases, with Phase 1 consisting of the aforementioned case studies at six institutions and Phase 2 consisting of longitudinal case studies of nine diverse institutions that set out to infuse and institutionalize ALM in the P2C2 sequence. Phase 1 will offer the field a retrospective account of ALM models of change that worked, and Phase 2 will develop theory and insights into the processes by which change focused on ALM can unfold over time, along with the affordances and constraints related to institutional change. The project will proactively disseminate its results and findings across APLU's large network of member institutions and beyond to promote adoption of ALM approaches.

来自教育研究的压倒性证据表明，在本科科学，技术，工程和数学（STEM）课程中，主动学习教学技术比传统方法产生更大的学生学习。然而，到目前为止，很少有学院和大学的教师在他们的入门STEM课程中采用主动学习方法。在数学领域，这种具有较高效率的实践与实际课堂教学之间的脱节尤其令人担忧，因为学生在所有STEM学科中的成功都依赖于强大的数学基础。该项目将调查六个机构的环境，这些机构通过采用数学主动学习（ALM）成功地提高了学生在微积分2（P2 C2）序列中的学习。这项工作的结果将导致适应，实施，支持和评估P2 C2课程的重要战略。为了满足希望改进数学教学的机构的需要，该项目将根据对成功机构的案例研究，提出多种实施选择。总的来说，该项目将有利于数学科学界：提高学生在高招生本科课程的成功，更好地准备那些谁去干专业的学生，并通过指导研究生提高未来教师的教学。科罗拉多大学博尔德分校（1624628）、圣地亚哥州立大学（1624639）和内布拉斯加大学林肯分校（1624643）的教师将与公立和赠地大学协会（APLU）（1624610）合作，研究和推进如何影响和维持数学系的教育变革--最终，在全国范围内。该项目的一个基本目标是更好地了解如何制定和支持在本科学习环境中实施ALM的制度变革。基本的研究问题是：什么条件，策略，干预措施和行动，在机构，部门和课堂层面的启动，实施和机构的可持续性的ALM在不同机构的本科P2 C2序列？项目团队成员将作为APLU的ALM研究行动集群的一部分工作，以促进对影响和加强制度变革的因素的理解，这些因素通过在P2 C2序列中实施ALM模型来体现。研究将遵循一种设计研究方法，将定性和定量数据收集和分析联系起来，以捕捉体制变革的反复和周期性过程。该项目将分两个阶段进行，第一阶段包括上述六个机构的案例研究，第二阶段包括九个不同机构的纵向案例研究，这些机构将在P2 C2序列中注入并制度化ALM。第一阶段将为该领域提供一个有效的ALM变革模型的回顾性说明，第二阶段将发展理论和洞察力，以了解关注ALM的变革可以随着时间的推移而展开的过程，沿着与制度变革相关的启示和约束。该项目将在APLU庞大的成员机构网络内外积极传播其成果和调查结果，以促进采用资产和负债管理方法。