Implementing Techtivities to Promote Students' Covariational Reasoning in College Algebra (ITSCoRe)
Implementing Techtivities to Promote Students' Covariational Reasoning in College Algebra (ITSCoRe)
批准号:
1709903
负责人:
Heather Johnson
金额:
$30.0万
依托单位国家:
美国
项目类别:
Standard Grant
财政年份:
2017
资助国家:
美国
项目状态:
已结题
起止时间:
2017-08-01 至 2020-07-31
中文摘要
点击翻译按钮获取中文摘要
英文摘要
Promoting students' opportunities to succeed in gatekeeping, introductory undergraduate mathematics courses, such as college algebra, is of utmost importance for students' graduation from college in general and for persistence in STEM majors specifically. To address this challenge, this project will develop, implement, and study Techtivities: free, web-based, learning experiences that link video animations with dynamic, interactive graphs. These engaging activities will focus on students' covariational reasoning, which involves forming and interpreting relationships between changing quantities. Covariational reasoning is a competency important for students' success in key areas of college mathematics (e.g., functions, rates, and graphs) as well as for critical thinking as an educated citizen. By embedding a professional development intervention, the project will foster college algebra instructors' use of Techtivities with their students. More broadly, the Techtivities will be available in Desmos, a freely available digital mathematics tool, which will promote sharing project products with a wide range of stakeholders, including those invested in both undergraduate and pre-college education.The project will accomplish a threefold goal: (1) develop and validate an instrument measuring students' covariational reasoning; (2) improve student outcomes in college algebra by increasing student engagement and enhancing students' covariational reasoning; and (3) promote purposeful, engaged students by drawing connections between students' views of themselves as doers of mathematics, their success in college algebra (as measured by their performance on a common final exam and their final course grade), and their performance on a covariational reasoning instrument. In addition, the project will address three research questions, which are directly aligned with the project's goals: (1) How can students' covariational reasoning be measured? (2) To what degree do student outcomes increase after Techtivities PD intervention? (3) How do students view themselves as doers of mathematics? The mixed-methods study will include analysis of student-level data from sources such as clinical interviews with undergraduates, student performance on a common final exam, and student performance on the covariational reasoning instrument. Instructor-level data will include interviews with participating instructors, a Likert-scale measure of instructors' perceptions of covariational reasoning, and pre-/post-surveys with instructors to gauge their use of Techtivities.
期刊论文(8)
专著(0)
科研奖励(0)
会议论文
登录
查看更多内容
Leveraging difference to promote students’ conceptions of graphs as representing relationships between quantities
利用差异来促进学生将图形作为表示数量之间关系的概念
DOI:
--
发表时间:
2019
期刊:
Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (CERME 11
影响因子:
--
作者:
[Johnson, H. L.]
通讯作者:
Johnson, H. L.
Humanizing the coding of college algebra students’ attitudes towards math
使大学代数学生对数学的态度的编码人性化
DOI:
--
发表时间:
2019
期刊:
Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education
影响因子:
--
作者:
[Gardner, Amber A., Smith, Amy, Johnson, Heather Lynn]
通讯作者:
Johnson, Heather Lynn
Networking theories to design a fully online assessment of students’ covariational reasoning.
网络理论设计对学生协变推理的完全在线评估。
DOI:
--
发表时间:
2018
期刊:
Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
影响因子:
--
作者:
[Johnson, H. L., Kalir, J., Olson, G., Gardner, A., Smith, A., Wang, X.]
通讯作者:
Wang, X.
Opportunities for Reasoning: Digital Task Design to Promote Students’ Conceptions of Graphs as Representing Relationships between Quantities
推理机会:数字任务设计,以促进学生代表数量之间关系的图形概念
DOI:
10.1007/s40751-020-00061-9
发表时间:
2020
期刊:
Digital Experiences in Mathematics Education
影响因子:
--
作者:
[Johnson, Heather Lynn, McClintock, Evan D., Gardner, Amber]
通讯作者:
Gardner, Amber
Interacting with dynamic computer activities impacts college algebra students’ math attitudes and performance
与动态计算机活动的交互会影响大学代数学生的数学态度和表现
DOI:
--
发表时间:
2019
期刊:
Proceedings of the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
影响因子:
--
作者:
[Johnson, H. L.]
通讯作者:
Johnson, H. L.
共 8 条
Collaborative Research: Investigating the Impact of Video-based Analysis of Classroom Teaching on STEM Teacher Preparation, Effectiveness, and Retention
-
批准号:2344789
-
项目类别:Standard Grant
-
资助金额:$24.48万
-
财政年份:2024
-
负责人:Heather Johnson
-
依托单位:
Collaborative Research: Building Capacity for Cross-site Research on Promoting Noticing for Equity and Equitable Science Teaching Practice through Video Analysis
-
批准号:2150600
-
项目类别:Standard Grant
-
资助金额:$2.43万
-
财政年份:2022
-
负责人:Heather Johnson
-
依托单位:
Collaborative Research: Equitable Science Sensemaking: Helping Teacher Candidates Support Multiple Pathways for Learning
-
批准号:2213168
-
项目类别:Standard Grant
-
资助金额:$10.54万
-
财政年份:2022
-
负责人:Heather Johnson
-
依托单位:
Promoting Mathematical Reasoning and Transforming Instruction in College Algebra
-
批准号:2013186
-
项目类别:Continuing Grant
-
资助金额:$159.98万
-
财政年份:2020
-
负责人:Heather Johnson
-
依托单位:
The Recruitment and Preparation of Next Generation STEM Teachers
-
批准号:1852875
-
项目类别:Continuing Grant
-
资助金额:$119.7万
-
财政年份:2019
-
负责人:Heather Johnson
-
依托单位:
Mobilizing STEM Talent for STEM Teaching in the Nashville Public Schools
-
批准号:1439866
-
项目类别:Standard Grant
-
资助金额:$118.4万
-
财政年份:2015
-
负责人:Heather Johnson
-
依托单位:
Western Kentucky Math Science Partnership
-
批准号:0832115
-
项目类别:Standard Grant
-
资助金额:$25.79万
-
财政年份:2008
-
负责人:Heather Johnson
-
依托单位: