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Math Practice for Physics: Building Math Fluency in an Introductory Undergraduate Physics Context

物理数学练习：在本科物理入门背景下培养数学流利度

基本信息

批准号：
1914709
负责人：
Andrew Heckler
金额：
$ 47.33万
依托单位：
Ohio State 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：
2019-10-01 至 2023-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1914709&HistoricalAwards=false
关键词：
Math Practice Physics Building Fluency

项目摘要

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this project aims to serve the national interest by improving math fluency in introductory physics courses. The goal is to use research-based principles, together with methods from cognitive psychology and education research, to develop, implement, and assess a set of practice assignments called Math Practice. Math Practice is based on Essential Skills, an existing online platform used at Ohio State University. The initial scope of this project is to advance knowledge about how to address students' difficulties with math skills that are needed for success in introductory physics courses. This initial work will involve the 15,000 students in introductory physics courses at the target schools. However, because this intervention is both low-cost and logistically simple to implement, it could potentially improve performance and retention of the 500,000 students enrolled each year in physics classes nationwide. Furthermore, although the Math Practice application will be designed to help all students, it is likely to especially help underprepared students succeed and continue in physics courses. The design of this proposed intervention is based on well-established research-based learning methods, including spaced and interleaved mastery practice with immediate feedback. This method is expected to automate and thereby reduce the cognitive load involved in applying basic math procedures in physics. Reducing cognitive load is important since physics tends to have complex, perceptually rich notation and contexts. The experimental design will include control conditions and "A/B testing" to explore optimal practice tasks and formats, such as comparison of alternative solutions and combinations of generic and context-rich format practice. The assessments will include validated math instruments, course performance, and motivational survey scales. These assessments will be used for iterative improvement of materials, investigation of areas of student difficulty, and investigation of potentially important student-level factors of performance and motivation. As a result, the practice tasks and assignment design will have a strong empirical and theoretical basis. Further, this project is expected to advance knowledge about student difficulties with essential math skills and the mechanisms underlying these difficulties, in an introductory physics context. In addition, it is expected to advance knowledge of the effectiveness of several specific kinds of empirically and theoretically promising math practice tasks. Finally, the project is expected to determine the extent to which student characteristics and motivations interact with this intervention. Thus, it will potentially provide information about the mechanisms of the difficulties and additional avenues for productive interventions. Given that math is essential in all STEM disciplines, the information learned in this project could potentially extend to all of STEM education. For example, the difficulties students have with symbolic notation in introductory physics are also likely to be encountered in other areas of STEM. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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NSF改善本科STEM教育计划：教育和人力资源（IUSE：EHR）的支持下，该项目旨在通过提高物理入门课程的数学流利性来服务于国家利益。目标是使用基于研究的原则，以及认知心理学和教育研究的方法，开发，实施和评估一套称为数学实践的实践作业。数学实践是基于基本技能，现有的在线平台在俄亥俄州州立大学使用。这个项目的最初范围是推进有关如何解决学生的困难与数学技能，需要在入门物理课程的成功知识。这项初步工作将使目标学校的15 000名学生参加物理入门课程。然而，由于这种干预既成本低，又易于实施，它可能会提高全国每年参加物理课程的50万学生的表现和保留率。此外，虽然数学实践应用程序将旨在帮助所有学生，它可能会特别帮助准备不足的学生成功，并继续在物理课程。这项建议的干预措施的设计是基于完善的研究性学习方法，包括间隔和交错掌握即时反馈的做法。这种方法有望自动化，从而减少在物理学中应用基本数学程序所涉及的认知负荷。减少认知负荷很重要，因为物理学往往具有复杂的、感知丰富的符号和上下文。实验设计将包括控制条件和“A/B测试”，以探索最佳实践任务和格式，如替代解决方案的比较以及通用和上下文丰富的格式实践的组合。评估将包括经过验证的数学工具，课程表现和动机调查量表。这些评估将用于材料的迭代改进，学生困难领域的调查，以及潜在的重要学生水平的表现和动机因素的调查。这样，实践任务和作业设计就有了较强的实证和理论依据。此外，该项目预计将推进知识的学生困难与基本的数学技能和这些困难的机制，在介绍性的物理环境。此外，预计将推进几种具体的经验和理论上有前途的数学实践任务的有效性的知识。最后，该项目预计将确定学生的特点和动机与这种干预相互作用的程度。因此，它将有可能提供有关困难机制的信息，以及进行有效干预的其他途径。考虑到数学在所有STEM学科中都是必不可少的，在这个项目中学到的信息可能会扩展到所有STEM教育。例如，学生在入门物理学中遇到的符号符号困难也可能在STEM的其他领域遇到。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。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。