The Mathematical Inquiry Project: Faculty Instructional Change for Enhanced Student Learning and Success in Entry-Level Mathematics

数学探究项目：教师教学改革以增强学生的学习和入门级数学的成功

• 批准号: 1821545
• 负责人: William Jaco
• 金额: $ 299.96万
• 依托单位: Oklahoma State 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: 2018-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1821545&HistoricalAwards=false
• 关键词: Mathematical; Inquiry; Project; Faculty; Instructional

Policymakers, professional organizations, and educational researchers have cited the importance of widespread adoption of inquiry-oriented, student-centered instruction across all levels of undergraduate mathematics. The Mathematical Inquiry Project (MIP) at Oklahoma State University aims to achieve that goal by fostering a statewide collaboration among mathematics departments at the 27 public institutions of higher education in Oklahoma. The MIP focuses on increasing the use of three elements of mathematical inquiry: active learning techniques, incorporation of meaningful applications of mathematics, and development of academic success skills. To achieve this transformative change in undergraduate mathematics instruction, the project will develop a community of practice to provide the needed professional support, mentoring, instructional activity development, and community development. By fostering sustainable, effective implementation of mathematical inquiry at large scale in Oklahoma, the MIP aims to enhance the effectiveness of hundreds of mathematics faculty and improve the learning of thousands of entry-level mathematics students across the state. To achieve its goals, the MIP will conduct Initiation Workshops to prioritize the concepts and skills for College Algebra/Precalculus, Quantitative Reasoning, Modeling, Calculus 1, and Academic Success Skills. Following these workshops, Collaborative Research and Development teams will develop instructional modules for each of the priority topics defined by the Initiation Workshops. Subsequently, Regional Workshops, led by the members of the relevant Collaborative Research and Development team, will help faculty learn to how to use these modules in their courses and provide continuing peer mentoring during implementation of the instructional modules. Throughout the project, project personnel will examine the evolution of the MIP community of practice, the evolution of individual faculty, and the impact of MIP on student success. This analysis will be used to produce a refined model for developing and sustaining an effective system-wide faculty community of practice. The MIP model for building a community of practice around inquiry-oriented mathematics, refined through the project research and evaluation, can inform mathematics faculty professional development and mentoring throughout the nation, potentially exerting a transformative impact on undergraduate mathematics teaching and learning.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.

政策制定者、专业组织和教育研究人员都提到了在所有级别的本科数学中广泛采用以探究为导向、以学生为中心的教学的重要性。俄克拉荷马州立大学的数学探究项目(MIP)旨在通过促进俄克拉荷马州27所公立高等教育机构数学系之间的全州合作来实现这一目标。MIP侧重于增加数学探究的三个要素的使用：积极的学习技术，纳入有意义的数学应用，以及发展学术成功技能。为了实现本科数学教学的这一变革，该项目将发展一个实践社区，以提供所需的专业支持、指导、教学活动发展和社区发展。通过在俄克拉何马州大规模促进可持续、有效的数学探究实施，MIP旨在提高数百名数学教师的效率，并改善全州数千名初级数学学生的学习。为了实现其目标，MIP将举办初始研讨会，优先考虑大学代数/预微积分、定量推理、建模、微积分1和学术成功技能的概念和技能。在这些讲习班之后，合作研究和发展小组将为启动讲习班确定的每个优先专题开发教学模块。随后，由相关协作研究和开发团队成员领导的区域研讨会将帮助教师学习如何在课程中使用这些模块，并在教学模块的实施过程中提供持续的同行指导。在整个项目中，项目人员将研究MIP实践社区的演变、个别教师的演变以及MIP对学生成功的影响。这一分析将被用来产生一个改进的模式，以发展和维持有效的全系统教师实践社区。通过项目研究和评估，MIP模式围绕以探究为导向的数学建立实践社区，可以为全国数学教师的专业发展和指导提供信息，潜在地对本科生数学教学和学习产生革命性影响。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

Conceptions of active learning held by undergraduate mathematics instructors participating in a statewide faculty development project

参与全州教师发展项目的本科数学教师所持的主动学习概念

• 发表时间: 2022
• 期刊: The 24th Annual Conference for Research in Undergraduate Mathematics Education
• 作者: Ireland, J;Dorko, A;Cook, JP;Tallman, M;Oehrtman, M;Jaco, W
• 通讯作者: Jaco, W

A characterization of an undergraduate mathematics instructor's conception of learning through mathematical inquiry

本科生数学教师通过数学探究学习理念的表征

• 发表时间: 2022
• 期刊: Proceedings of the 24th Annual Conference for Research in Undergraduate Mathematics Education
• 作者: Ireland, J;Tallman, M;Oehrtman, M;Cook, JP;Dorko, A;Jaco, W.
• 通讯作者: Jaco, W.