"Developing Meaningful Mathematics for Student Success Through a Collaboration Between Community College and High School Faculty"

“通过社区学院和高中教师之间的合作，为学生的成功发展有意义的数学”

• 批准号: 1928368
• 负责人: Gangadhar Acharya
• 金额: $ 29.98万
• 依托单位: Central New Mexico Community College
• 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: 2019-10-15 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1928368&HistoricalAwards=false
• 关键词: Developing; Meaningful; Mathematics; Student; Success

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions Program, this Track 2 project aims to enhance student success in mathematics by developing a year-long dual-credit College Algebra/College Readiness Skills course. More than half of the students entering Central New Mexico Community College place into developmental mathematics courses, which can set STEM majors back in their degree progression by up to two years. The College Algebra/College Readiness Skills Course will be designed to support student success in Algebra, enabling students to enter calculus, a required course for many STEM majors. The College Algebra/College Readiness Skills Course will be designed by a professional learning community that includes high school and college mathematics faculty. The Course will be offered to high school seniors and to Central New Mexico Community College students, with the aim of enhancing student success in the transition to college-level mathematics course work. By participating in the professional learning community, college faculty will also gain insight about how to provide a better learning experience for first-year students. By better preparing students for success in college algebra courses, the project has the potential to support an increase in the number of students who successfully pursue STEM degrees.The project seeks to enhance college readiness and completion of college algebra. This goal will be accomplished through collaborative development of a contextualized College Algebra/College Readiness Skills Course by mathematics faculty at Central New Mexico Community College, Albuquerque High School, and South Valley Academy High School. The faculty will identify how to improve students' mastery of mathematics and increase students' development of the skills needed to be successful in college STEM courses. By building on the knowledge of high school and college mathematics teachers, the Course may better equip students for successful transfer into the community college, as well as provide a novel link between the collaborating institutions. The project will investigate the following research questions: (1) How does the Professional Learning Community affect teaching practices? (2) In what ways does curricular inclusion of college readiness and a contextualized approach to mathematics prepare students to succeed in subsequent college-level STEM courses? and (3) Does the College Algebra/College Readiness Course improve student success in first-year college STEM and mathematics courses? To address these questions, the project will use quantitative and qualitative data, including student academic performance in mathematics and other STEM courses, and data from focus groups. The cross-institutional professional learning community infrastructure may be a replicable model for other institutions that seek to enhance the transition of students in the first year of college mathematics and other STEM courses. Project outcomes will be shared both regionally and nationally through conference presentations, and the curricula will be shared through an open-access, online platform. The Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.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.

在改善本科STEM教育的支持下：西班牙裔服务机构计划，该轨道2项目旨在通过开发为期一年的双学分大学代数/大学准备技能课程来提高学生在数学方面的成功。 超过一半的学生进入中央新墨西哥州社区学院进入发展数学课程，这可以设置STEM专业回到他们的学位进程长达两年。 大学代数/大学准备技能课程将旨在支持学生在代数方面取得成功，使学生能够进入微积分，这是许多STEM专业的必修课。 大学代数/大学准备技能课程将由一个专业的学习社区，包括高中和大学数学教师设计。该课程将提供给高中高年级学生和中央新墨西哥州社区学院的学生，目的是提高学生在过渡到大学水平的数学课程工作的成功。通过参与专业学习社区，大学教师还将深入了解如何为一年级学生提供更好的学习体验。通过更好地为学生在大学代数课程中取得成功做好准备，该项目有可能支持增加成功攻读STEM学位的学生人数。该项目旨在提高大学准备和完成大学代数。 这一目标将通过一个情境化的大学代数/大学准备技能课程的数学教师在中央新墨西哥州社区学院，阿尔伯克基高中，和南谷学院高中的合作开发来实现。 教师将确定如何提高学生对数学的掌握，并促进学生在大学STEM课程中取得成功所需技能的发展。 通过建立在高中和大学数学教师的知识，该课程可以更好地装备学生成功转入社区学院，以及提供合作机构之间的一个新的联系。本研究将探讨以下研究问题：（1）专业学习共同体如何影响教学实践？(2)大学准备和情境化数学方法的课程纳入以何种方式为学生在随后的大学水平STEM课程中取得成功做准备？以及（3）大学代数/大学预备课程是否提高了学生在大学一年级STEM和数学课程中的成功？ 为了解决这些问题，该项目将使用定量和定性数据，包括学生在数学和其他STEM课程中的学习成绩，以及来自焦点小组的数据。跨机构的专业学习社区基础设施可能是其他机构的一个可复制的模式，这些机构寻求加强学生在大学数学和其他STEM课程第一年的过渡。项目成果将通过会议介绍在区域和国家两级共享，课程将通过开放式在线平台共享。改善本科STEM教育：西班牙裔服务机构（HSI）计划旨在加强本科STEM教育并建立HSI的能力。HSI计划支持的项目也将产生关于如何实现这些目标的新知识。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。