Collaborative Research: Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2)
合作研究:通过计算机编程教授数学推理的合作伙伴关系(CPR2)
基本信息
- 批准号:1933677
- 负责人:
- 金额:$ 67.2万
- 依托单位:
- 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:2019-09-01 至 2023-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
As a result of the powerful innovation and application of computing in STEM disciplines, the STEM+C program addresses an urgent need for real-world, interdisciplinary, and computational preparation of students from the early grades through high school (preK-12). The Collaborative Partnership to Teach Mathematical Reasoning through Computer Programming (CPR2) project will investigate whether computer programming is an effective tool for teaching and learning generalization in 7th and 8th grade math classrooms. Understanding and interpreting general expressions can be difficult for students, but it is a key to advancing in STEM disciplines. The failure to "catch" this skill in middle school is a major roadblock to pursuit of STEM in college and career. The CPR2 Instructional Model (IM) will help students come to understand, interpret, and even generate general or algebraic expressions. The team has developed an explicit method for teaching generalization that is intended for learners with no background in programming or formal mathematical argumentation. Students will write mini computer programs and then recognize and recover general behaviors from their code. Next, students will learn to describe these behaviors using abstract mathematical language. An additional benefit of the CPR2 IM is that learners will gain experience, skill, and confidence in using programming as a tool for scientific exploration. This experience advances STEM fields by opening a door for all students to recognize, understand and apply abstractions, and to experience writing their own computer programs. The CPR2 IM has the potential to pave the way for all student participants, including those currently underrepresented in computer science, to succeed in future STEM studies. The researchers will refine the instructional model in a design-based implementation research approach. In a two-week summer institute, teachers will be immersed in the four-step model and learn how it builds the mental frameworks necessary for generalization. The teachers will then implement the model in their classes with support from the team. Finally, researchers will determine the effects on students in an experimental pilot study. The researchers hypothesize that teachers who participate in the professional development offered by the project will improve their own ability to generalize over a mathematical concept and will become more comfortable using computer programming as a tool in the classroom. Students and teachers will use computer programming to explore ideas, which will improve their ability and confidence to think computationally and to generalize over a mathematical concept.The teachers will be immersed in a collaborative environment with professionals from high schools and institutes of higher education. The network created will facilitate and sustain change in mathematics education at all levels. Ultimately, this will lead to broader participation of teachers and students in programming and computational thinking.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.
作为STEM学科中强大的计算创新和应用的结果,STEM+C课程满足了从早期年级到高中(K-12之前)学生对现实世界、跨学科和计算准备的迫切需求。通过计算机编程教授数学推理的合作伙伴(CPR2)项目将调查计算机编程是否是在7年级和8年级数学课堂上教和学概括的有效工具。理解和解释一般表达对学生来说可能很困难,但这是在STEM学科中取得进步的关键。在中学阶段未能掌握这项技能,是在大学和职业生涯中追求STEM的一大障碍。CPR2教学模型(IM)将帮助学生理解、解释,甚至生成一般或代数表达式。该团队开发了一种明确的泛化教学方法,面向没有编程或正式数学论证背景的学习者。学生们将编写微型计算机程序,然后从他们的代码中识别并恢复一般行为。接下来,学生将学习使用抽象的数学语言来描述这些行为。CPR2 IM的另一个好处是,学习者将获得将编程作为科学探索工具的经验、技能和信心。这种体验通过打开一扇门,让所有学生识别、理解和应用抽象概念,并体验编写自己的计算机程序,从而推动STEM领域的发展。CPR2 IM有可能为所有学生参与者铺平道路,包括那些目前在计算机科学领域代表性不足的学生,以在未来的STEM学习中取得成功。研究人员将以设计为基础的实施研究方法来完善教学模式。在为期两周的暑期培训中,教师们将沉浸在四步模式中,并学习它如何建立推广所需的心理框架。然后,在团队的支持下,老师们将在课堂上实施这一模式。最后,研究人员将在一项实验性的先导研究中确定对学生的影响。研究人员假设,参与该项目提供的专业发展的教师将提高自己概括数学概念的能力,并将变得更习惯在课堂上使用计算机编程作为工具。学生和教师将使用计算机编程来探索想法,这将提高他们计算思维和概括数学概念的能力和信心。教师将沉浸在与来自高中和高等教育机构的专业人员的协作环境中。建立的网络将促进和维持各级数学教育的变革。最终,这将导致教师和学生更广泛地参与编程和计算思维。这一奖项反映了NSF的法定使命,并通过使用基金会的智力优势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
期刊论文数量(1)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Connecting Programming to Mathematical Generalization: A Pilot Study of Professional Development and Instructional Materials
将编程与数学概括联系起来:专业发展和教学材料的试点研究
- DOI:10.1145/3564746.3587021
- 发表时间:2023
- 期刊:
- 影响因子:0
- 作者:Jenkins, Janet T.;Stenger, Cynthia L.;Stovall, Jessica E.;Beesley, Andrea D.;Jackson, Jay L.;Terwilliger, Mark G.
- 通讯作者:Terwilliger, Mark G.
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