Montana Models: Connecting Local and Disciplinary Practices through University-Community Partnerships

蒙大拿州模式：通过大学与社区合作将地方实践与纪律实践联系起来

• 批准号: 1810992
• 负责人: Mary Carlson
• 金额: $ 103.91万
• 依托单位: Montana State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1810992&HistoricalAwards=false
• 关键词: Montana; Models; Connecting; Local; Disciplinary

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. The three-year project, Montana Models: Connecting Local and Disciplinary Practices through University-Community Partnerships, focuses on creating, implementing, and studying several learning outcomes associated with youth engagement in mathematical modeling contexts. The project builds on existing partnerships between the state's two research universities and Montana 4-H to target outreach to rural youth and bring them into a network of people who can inspire, support, and sustain STEM learning. Middle school and high school students from rural communities will be invited to a university campus for a residential modeling-based summer program l focused on mathematics and mathematical modeling. Activities at the summer program are designed to engage them in problems relevant to their own backgrounds and experiences and to honor their local funds of knowledge. The primary goal of Montana Models is to use mathematical modeling as a mechanism for bringing everyday mathematical practices already present in rural communities into contact with disciplinary practices. The project focuses on the following research questions: (1) What are the everyday mathematical practices in Montana communities? (2) How can everyday mathematical practices be leveraged and brought into contact with disciplinary practices in service of mathematizing meaningful questions within the community? (3) How do youth identify and get identified with respect to mathematics and with respect to their role in the world? (4) How does participation in project activities affect participants' knowledge of mathematical practices and content? The project uses social design experimentation, a hybrid research methodology which combines the traditions of design-based research with forms of inquiry that involve collaboration among participants, researchers, and other stakeholders, such as critical ethnography. Data sources include field notes from ethnographic observations, interviews, videos of students engaging in modeling activities, artifacts that show their mathematical work, and results from the Attitudes Towards Mathematics Inventory. Through its collaboration with 4-H, Montana Models targets outreach to rural youth across the state, especially those from groups that are typically underrepresented in STEM fields. The project is poised to impact ways in which formal and informal educators understand the knowledge bases that are already present in rural communities and how those bases may inform, support, and sustain STEM learning. Findings and deliverables will be disseminated through a public-facing website and through the 4-H infrastructure. This infrastructure includes Montana 4-H's Clover Communication Contest that will allow participating youth to showcase their projects. Research findings will be shared through local and national conferences and peer-reviewed publications.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.

作为其整体战略的一部分，以加强在非正式环境中的学习，推进非正式STEM学习（AISL）计划旨在推进新的方法，并以证据为基础的理解，在非正式环境中的STEM学习的设计和开发。这包括提供多种途径，以扩大获得和参与STEM学习经验，推进非正式环境中STEM学习的创新研究和评估，以及发展参与者对深入学习的理解。为期三年的项目，蒙大拿州模型：通过大学社区合作伙伴关系连接本地和学科实践，重点是创建，实施和研究与青年参与数学建模环境相关的几个学习成果。该项目建立在该州两所研究型大学和蒙大拿4-H之间的现有合作伙伴关系的基础上，以农村青年为目标，将他们纳入一个能够激励、支持和维持STEM学习的人的网络。来自农村社区的初中和高中学生将被邀请到大学校园参加一个以住宅建模为基础的暑期项目，重点是数学和数学建模。暑期项目的活动旨在让他们参与与自己的背景和经历相关的问题，并荣誉他们当地的知识基金。蒙大拿模型的主要目标是使用数学建模作为一种机制，将农村社区中已经存在的日常数学实践与学科实践联系起来。该项目的重点是以下研究问题：（1）在蒙大拿州社区的日常数学实践是什么？(2)如何利用日常数学实践，并与学科实践接触，为社区内有意义的问题提供数学服务？(3)青年人如何识别和获得关于数学和关于他们在世界上的作用的识别？(4)参与专题活动如何影响参与者的数学实践和内容的知识？该项目使用社会设计实验，这是一种混合研究方法，将基于设计的研究传统与参与者，研究人员和其他利益相关者之间合作的调查形式相结合，如批判民族志。数据来源包括来自人种学观察的现场记录，访谈，学生参与建模活动的视频，显示他们数学工作的文物，以及对数学的态度清单的结果。通过与4-H的合作，Montana Models的目标是面向全州的农村青年，特别是那些在STEM领域代表性不足的群体。该项目准备影响正规和非正规教育工作者了解农村社区现有知识基础的方式，以及这些基础如何为STEM学习提供信息、支持和支持。调查结果和交付成果将通过面向公众的网站和4-H基础设施传播。这一基础设施包括蒙大拿州4-H的三叶草通信比赛，将允许参与青年展示他们的项目。研究成果将通过地方和国家会议以及同行评审的出版物分享。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识价值和更广泛的影响审查标准进行评估来支持。

项目成果

Learning Computational Thinking Practices Through Agent-Based Modeling in an Informal Setting

在非正式环境中通过基于代理的建模学习计算思维实践

• 发表时间: 2022
• 期刊: Journal of research in science mathematics and technology education
• 作者: Adeolu, A.

Problem solving dispositions in rural communities

农村社区的问题解决方案

• 发表时间: 2020
• 期刊: Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Peck, F.A.;Carlson, M.A.;Adeolu, A.;Killeen, S.;McWalters, K.
• 通讯作者: McWalters, K.

Practices of facilitators when planning mathematical modeling activities in an informal setting

主持人在非正式场合规划数学建模活动时的实践

• 发表时间: 2020
• 期刊: Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Adeolu, Adewale