Revised Calculus Concept Inventory: Measuring the Learning Gains of First Year Calculus Students

修订后的微积分概念清单：衡量一年级微积分学生的学习收获

• 批准号: 1916751
• 负责人: Jaehoon Lee
• 金额: $ 30万
• 依托单位: Texas Tech 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 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1916751&HistoricalAwards=false
• 关键词: Revised; Calculus; Concept; Inventory; Measuring

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 developing an improved set of questions for measuring student knowledge of calculus concepts. As STEM disciplines become increasingly critical areas of study, more students will be encouraged to complete a college-level calculus course. Calculus instructors need an accurate measurement of students' knowledge of calculus concepts to understand how student knowledge changes in response to instruction. They can then use this information to refine and improve their courses. This project, informed by prior related efforts, aims to produce a current and informative calculus concept assessment based on feedback from calculus course instructors. Calculus instructors who administer the assessment to their students will have access to the results, which they can use to improve their instructional approaches. The project will also collect validity evidence for this instrument by piloting it in a subset of undergraduate Calculus I classrooms. The resulting assessment will be accessible to both high school and college instructors, thus helping to inform and improve calculus instruction nationwide.Project goals include to: i) update, redesign, and merge two existing calculus concept inventories into a single instrument that captures students' conceptual knowledge and understanding of calculus concepts from when students enter to when they exit their first calculus course; and ii) examine and establish psychometric properties of the resultant instrument. These goals will be reached using a systematic, formative research approach, which will begin with a survey administered to high school and college calculus instructors throughout the nation. Information from this survey will inform a three-day meeting of experts in calculus education, who will propose revisions of the prior instruments. Think-aloud protocols will be used to establish the understandability of the resultant instrument by students, followed by pilot testing of the instrument in calculus courses throughout the nation. The psychometric properties of the instrument will be tracked and used formatively throughout instrument development to improve these efforts and the validity evidence supporting the final instrument. The major intellectual merit of the project lies in the creation of a calculus concept inventory with supporting validity evidence that can be used to measure the normalized gains of calculus teaching interventions and to compare effectiveness of different teaching methods. The assessment instrument and results of this research effort will be broadly disseminated through collaboration with the National Council of Teachers of Mathematics, the Mathematical Association of American, and the American Mathematics Society. The adoption of improved calculus assessment and resultant teaching interventions has potential to lead to a deeper student understanding of mathematical concepts that are critical to progress across a range of other courses in STEM disciplines, including engineering, physics, biology, and chemistry. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. This project is in the IUSE: EHR Engaged Student Learning track, through which the funding 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改进本科STEM教育计划：教育和人力资源（IUSE：EHR）的支持下，该项目旨在通过开发一套改进的问题来衡量学生的微积分概念知识，从而为国家利益服务。随着STEM学科成为越来越重要的研究领域，将鼓励更多的学生完成大学水平的微积分课程。微积分教师需要一个准确的测量学生的微积分概念的知识，了解学生的知识如何变化，以响应指令。 然后，他们可以使用这些信息来完善和改进他们的课程。该项目借鉴了之前的相关工作，旨在根据微积分课程讲师的反馈产生当前且信息丰富的微积分概念评估。微积分教师谁管理的评估，他们的学生将有机会获得的结果，他们可以用来改善他们的教学方法。 该项目还将通过在本科微积分I教室的一个子集中进行试点来收集该仪器的有效性证据。由此产生的评估将访问高中和大学教师，从而有助于通知和提高全国范围内的微积分教学。项目目标包括：i）更新，重新设计，并合并两个现有的微积分概念清单到一个单一的工具，捕捉学生的概念知识和理解的微积分概念，当学生进入时，当他们离开他们的第一个微积分课程;和ii）检查和建立所得仪器的心理测量特性。这些目标将使用系统的，形成性的研究方法，这将开始与全国各地的高中和大学微积分教师管理的调查达到。这次调查的信息将通知为期三天的微积分教育专家会议，他们将对以前的工具提出修订建议。有声思维协议将被用来建立学生对所产生的仪器的理解能力，然后在全国范围内的微积分课程中对仪器进行试点测试。在整个仪器开发过程中，将跟踪和形成性地使用仪器的心理测量特性，以改进这些工作和支持最终仪器的有效性证据。该项目的主要智力价值在于创建一个支持有效性证据的微积分概念清单，可用于衡量微积分教学干预措施的归一化收益，并比较不同教学方法的有效性。这项研究工作的评估工具和结果将通过与全国数学教师理事会、美国数学协会和美国数学学会的合作广泛传播。采用改进的微积分评估和由此产生的教学干预措施有可能使学生更深入地理解数学概念，这些概念对STEM学科的其他课程（包括工程，物理，生物和化学）的进展至关重要。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。 该项目是在IUSE：EHR学生学习轨道，通过该资助计划支持的创建，探索和实施有前途的做法和工具.这个奖项反映了NSF的法定使命，并已被认为是值得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的支持.