Collaborative Research: Reshaping Mathematical Identity by Valuing Creativity in Calculus

合作研究：通过重视微积分中的创造力来重塑数学身份

• 批准号: 1836371
• 负责人: Milos Savic
• 金额: $ 10.08万
• 依托单位: University of Oklahoma Norman Campus
• 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 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1836371&HistoricalAwards=false
• 关键词: Collaborative; Research; Reshaping; Mathematical; Identity

In this collaborative project, the University of La Verne and the University of Oklahoma will develop, assess, and share teaching strategies to better prepare students for STEM careers. According to recent reports from IBM and the World Economic Forum, creativity is one of the most sought-after skills in STEM occupations. Thus, helping undergraduates develop creativity could support the future success of our nation's STEM workforce. Creativity in mathematics is an under-researched but very significant area of study in undergraduate students' mathematical learning. This collaborative project will study creativity and its relationship to students' identity as mathematicians and confidence. The study will investigate the effects of incorporating mathematical creativity exercises into an introductory calculus course. This course is a prime target for creativity training, since passing calculus is required for most students who wish to major in STEM fields. The implementation of professional development and studying its effects on both faculty and students will result in recommendations for university instructors to enhance mathematical creativity early in students' STEM undergraduate careers. The project has two goals: To develop and use an existing Creativity-in-Progress Rubric (CPR) on Problem Solving to explicitly value creativity in Calculus I and to investigate the effects of valuing creativity using the CPR on Problem Solving on students' identities as mathematicians. This work will be done through multiple implementations at various institutions, including the collaborating universities and the University of Central Oklahoma, the University of Northern Colorado Greely, the University of New Haven, and California State Polytechnic University Pomona. The project will investigate how instructors: a) explicitly value creativity through their various uses of the CPR on Problem Solving; b) assess creativity-based tasks; and c) attend to students' affect throughout the course. A part of the project is situated within Hispanic-Serving Institutions, providing the potential to further identify effectiveness of creativity-centered pedagogies on Latinx students and potentially broaden the impact of this project. The intersection of teaching strategies for creativity and equity will be the focus of an additional exploration. Through developing students' creativity, the project aims to build equity in the mathematics classroom, with the ultimate goal of building equity in the STEM workforce.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.

在这个合作项目中，拉韦尔纳大学和俄克拉荷马州大学将制定，评估和分享教学策略，以更好地为学生的STEM职业做好准备。根据IBM和世界经济论坛最近的报告，创造力是STEM职业中最受欢迎的技能之一。因此，帮助大学生发展创造力可以支持我们国家STEM劳动力的未来成功。数学创造力是大学生数学学习中一个研究较少但又十分重要的研究领域。这个合作项目将研究创造力及其与学生作为数学家的身份和信心的关系。 本研究将探讨将数学创造力练习纳入微积分入门课程的效果。本课程是创造力培训的主要目标，因为大多数希望主修STEM领域的学生都需要通过微积分。 专业发展的实施和研究其对教师和学生的影响将导致建议大学教师在学生的STEM本科生涯早期提高数学创造力。该项目有两个目标：发展及使用现有的“问题解决的创意发展量表”，以明确评估微积分I的创意，并探讨使用“问题解决的创意发展量表”评估创意对学生数学家身份认同的影响。这项工作将通过在各个机构的多个实现来完成，包括合作大学和中央俄克拉荷马州大学、北方科罗拉多格里利大学、纽黑文大学和加州州立理工大学波莫纳分校。该项目将调查教师如何：a）通过他们对问题解决的CPR的各种使用明确地重视创造力; B）评估基于创造力的任务;以及c）在整个课程中关注学生的影响。该项目的一部分位于西班牙裔服务机构内，提供了进一步确定以拉丁裔学生为中心的创造力课程的有效性的潜力，并有可能扩大该项目的影响。创造力和公平的教学策略的交叉点将是额外探索的重点。通过培养学生的创造力，该项目旨在建立数学课堂的公平，最终目标是建立STEM劳动力的公平。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值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

Tasks to Foster Mathematical Creativity in Calculus I

培养微积分中数学创造力的任务 I

• 发表时间: 2020
• 期刊: Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education
• 作者: El Turkey, H.

Shifting Pedagogical Beliefs into Action through Teaching for Mathematical Creativity

通过数学创造力教学将教学理念转化为行动

• 发表时间: 2020
• 期刊: Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education
• 作者: Tang, G.

Teacher Actions to Foster Creativity in Calculus

教师培养微积分创造力的行动

• 发表时间: 2022
• 期刊: Proceedings of the 24rd Annual Conference on Research in Undergraduate Mathematics Education
• 作者: Satyam, V.R.

Exploring the role of students’ views of creativity on feeling creative

探索学生的创造力观对创造力感受的作用

• DOI: 10.1080/0020739x.2021.1961032
• 发表时间: 2021
• 期刊: International Journal of Mathematical Education in Science and Technology
• 影响因子: 0.9
• 作者: Rani Satyam, V.;Savić, Miloš;Cilli-Turner, Emily;El Turkey, Houssein;Karakok, Gulden
• 通讯作者: Karakok, Gulden

Creativity-in-Progress Rubric on Problem Solving at the Post-Secondary Level

关于高等教育阶段解决问题的创造力进行中的标题

• 发表时间: 2020
• 期刊: North American Chapter of theInternational Group for the Psychology of Mathematics Education
• 作者: Karakok, G.