Collaborative Research: Building students' data literacy through the co-design of curriculum by mathematics and art teachers

协作研究：通过数学和艺术教师共同设计课程来培养学生的数据素养

• 批准号: 1908557
• 负责人: Camillia Matuk
• 金额: $ 29.72万
• 依托单位: New York University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2022-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1908557&HistoricalAwards=false
• 关键词: Collaborative; Research; Building; students; data

The aim of this project is to enact and study a process in which middle school teachers of mathematics and visual arts co-design and teach activities that combine math and art to teach data science. Many existing efforts to promote data literacy are grounded in mathematical concepts of central tendency and variation, and typically are narrowly focused in single subject domains. Taking an art-based perspective on data science has the potential to promote student relevance, accessibility, engagement, reasoning, and meaning-making with data science. Moreover, visualization technology has advanced to a degree that the relation between the information in data and visual aesthetic can be leveraged easily. To explore the opportunity this offers, research on this project will examine how to equip teachers to develop such interdisciplinary pedagogical approaches to cultivate their students' data literacy. This exploratory project will provide support for 12 teachers during summer workshops and during the school year as these teachers implement their co-designed units in their classrooms. The work addresses the following questions: (1) How do we support effective co-design of data literacy units among art teachers, mathematics teachers, and researchers? (2) How are teachers able to use the unit materials in their classrooms to engage students in data literacy? And (3) How does an art-based approach support students' data literacy? Answers to these questions will build an understanding of how to support interdisciplinary curriculum design collaborations among researchers and teachers. They will also show how art-integrated, maker-oriented activities can support middle school learners' data literacy development; and how to design technologies that are accessible and powerful to teachers and learners in these interdisciplinary environments. Through summer workshops and year-round design collaborations, the project will iteratively design, test and refine four units for middle school classrooms, including activities, tools, and assessments, to promote students' data literacy. Data will be collected from co-design sessions as well as classroom-enactments, and will include observations, video/audio recordings, student- and teacher-generated artifacts, and pre and post assessments of students' knowledge and self-efficacy. Mixed methods analyses of these data, and syntheses of findings across participants, classroom enactments, and project years, will explore effective ways to support co-design among art teachers, mathematics teachers, and researchers; and the impact of art-integrated activities on students' data literacy. This project will reach 12 teachers and their students across 6 New York city schools. By building capacity and knowledge about how to initiate and sustain teachers' interdisciplinary curriculum collaborations, the project will have broader impact. Refined project materials, including pedagogical approaches, toolkits and adaptable classroom activities, will be disseminated to facilitate classroom adoption by other educators who wish to undertake similar art-integrated data literacy curriculum design collaborations, and will thus ultimately broaden participation in data science among diverse youth within and beyond New York City.The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

该项目的目的是制定和研究一个过程，在这个过程中，数学和视觉艺术的中学教师共同设计和教学活动，联合收割机结合数学和艺术来教授数据科学。许多现有的努力，以促进数据素养是基于集中趋势和变化的数学概念，通常是狭隘地集中在单一的学科领域。以艺术为基础的观点看待数据科学有可能促进学生的相关性，可访问性，参与度，推理和数据科学的意义。此外，可视化技术已经发展到可以很容易地利用数据中的信息与视觉美感之间的关系的程度。为探索这一机遇，本项目的研究将探讨如何装备教师发展这种跨学科的教学方法，以培养学生的数据素养。这一探索性项目将在夏季讲习班期间和学年期间为12名教师提供支持，因为这些教师在教室里实施共同设计的单元。这项工作解决了以下问题：（1）我们如何支持艺术教师，数学教师和研究人员之间的数据素养单位的有效的共同设计？(2)教师如何能够在课堂上使用单元材料来吸引学生进行数据素养？（3）以艺术为基础的教学方法如何支持学生的数据素养？这些问题的答案将建立一个理解如何支持研究人员和教师之间的跨学科课程设计合作。他们还将展示艺术整合的，以制造商为导向的活动如何支持中学学习者的数据素养发展;以及如何设计在这些跨学科环境中对教师和学习者来说可访问和强大的技术。通过夏季研讨会和全年的设计合作，该项目将迭代设计，测试和完善中学课堂的四个单元，包括活动，工具和评估，以促进学生的数据素养。数据将从共同设计的会议以及课堂教学中收集，并将包括观察，视频/音频记录，学生和教师产生的文物，以及学生的知识和自我效能的前后评估。这些数据的混合方法分析，并在参与者，课堂教学和项目年的研究结果的综合，将探索有效的方法来支持艺术教师，数学教师和研究人员之间的共同设计;和艺术综合活动对学生的数据素养的影响。 该项目将惠及纽约市6所学校的12名教师及其学生。该项目通过建立关于如何启动和维持教师跨学科课程合作的能力和知识，将产生更广泛的影响。将分发经过改进的项目材料，包括教学方法、工具包和可调整的课堂活动，以促进希望开展类似的艺术综合数据扫盲课程设计合作的其他教育工作者在课堂上采用这些材料，从而最终扩大纽约市内外不同青年对数据科学的参与。探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并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，被认为值得支持。