Personalizing Mathematics to Maximize Relevance and Skill for Tomorrow's STEM Workforce

个性化数学，最大限度地提高未来 STEM 劳动力的相关性和技能

• 批准号: 1759195
• 负责人: Candace Walkington
• 金额: $ 35.9万
• 依托单位: Southern Methodist University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-01 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1759195&HistoricalAwards=false
• 关键词: Personalizing; Mathematics; Maximize; Relevance; Skill

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase student motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by developing and testing an intervention system to engage students in meaningful STEM problem posing and solving and by providing an on-line tool to assist teachers in guiding the process.This is a collaborative project involving three different institutions to use personalization strategies to strengthen students' algebraic interest and skills in STEM pathways. The project will build an environment to support algebra students' learning key content in the context of their STEM career interests by posing and solving story problems. The problems posed are based on algebra content, related to STEM career paths, and embedded in a technological interface. The innovation, of using personalized problem-posing tasks to entice students to recognize, formulate, and solve problems, framed by how mathematics is used in STEM careers, is a compelling strategy to engage students and promote STEM learning. The project will examine an instructional intervention for high school algebra that connects course content to the STEM careers to increase students' interest in those fields. In addition, within the career pathways construct, the study will investigate the effect of personalized problem posing as well as problem solving on students' algebra skill development. Specifically, the project will examine how different scaffolding approaches to STEM career problem-posing (e.g., expert video vs. examples) affect the problems posed by students and the interest and knowledge that they gain. The findings of the study have the potential will build evidence for both personalization and student generation of problem-solving tasks on improving student learning in algebra and interest in STEM fields. The study seeks to confirm a taxonomy of three features necessary for successful personalized learning: content should be personalized so that it aligns to student interests, problems must be sufficiently granular to more precisely align to student interests, and students must perceive ownership in the process.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目将推动学生和教师创新技术体验(ITEST)计划的努力，以更好地了解和促进提高学生在科学、技术、工程或数学(STEM)领域追求职业生涯的动机和能力的实践，方法是开发和测试干预系统，让学生参与有意义的STEM问题提出和解决，并提供在线工具来帮助教师指导过程。这是一个合作项目，涉及三个不同的机构，使用个性化策略来提高学生在STEM路径上的代数兴趣和技能。该项目将建立一个环境，通过提出和解决故事问题来支持代数学生在STEM职业兴趣的背景下学习关键内容。提出的问题基于代数内容，与STEM职业道路相关，并嵌入到技术界面中。在STEM职业生涯中如何使用数学的框架下，使用个性化的提出问题的任务来吸引学生识别、制定和解决问题的创新，是一种吸引学生参与和促进STEM学习的引人注目的战略。该项目将研究高中代数的教学干预，将课程内容与STEM职业联系起来，以提高学生对这些领域的兴趣。此外，在构建的职业生涯路径中，本研究将考察个性化问题提出和问题解决对学生代数技能发展的影响。具体地说，该项目将研究STEM职业问题提出的不同支架方法(例如，专家视频与示例)如何影响学生提出的问题以及他们获得的兴趣和知识。这项研究的发现有可能为个性化和学生生成问题解决任务建立证据，以提高学生在代数方面的学习和对STEM领域的兴趣。这项研究试图确认成功的个性化学习所必需的三个特征的分类：内容应该个性化，使其与学生的兴趣相一致，问题必须足够细粒度，以便更准确地与学生的兴趣相一致，以及学生必须在这个过程中感知所有权。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Making Mathematics Relevant: an Examination of Student Interest in Mathematics, Interest in STEM Careers, and Perceived Relevance

• DOI: 10.1007/s40753-021-00159-4
• 发表时间: 2022-02-02
• 期刊: International Journal of Research in Undergraduate Mathematics Education
• 影响因子: 1.5
• 作者: Leyva E;Walkington C;Perera H;Bernacki M
• 通讯作者: Bernacki M

When Am I (N)ever Going to Use This? How Engineers Use Algebra

我什么时候会使用这个？

• 发表时间: 2021
• 期刊: 2021 ASEE Virtual Annual Conference
• 作者: Istas, Brooke;Walkington, Candace;Leyva, Elizabeth
• 通讯作者: Leyva, Elizabeth

Making Classroom Learning Personalized

使课堂学习个性化

• 发表时间: 2021
• 期刊: APA Division 15 Policy Brief Series
• 作者: Walkington, C.;Bernacki, M.
• 通讯作者: Bernacki, M.

Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions

评估个性化学习的研究：定义、理论一致性、进展和未来方向

• DOI: 10.1080/15391523.2020.1747757
• 发表时间: 2020
• 期刊: Journal of research on technology in education
• 影响因子: 5.1
• 作者: Walkington, C.;Bernacki, M.
• 通讯作者: Bernacki, M.

Measuring high school students' funds of knowledge for learning mathematics

衡量高中生学习数学的知识储备情况

• 发表时间: 2020
• 期刊: Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Pruitt-Britton, T.;Walkington, C.
• 通讯作者: Walkington, C.