Conference on Building a Shareable Knowledge Base for Teaching College Mathematics

构建大学数学教学共享知识库会议

• 批准号: 1938949
• 负责人: Douglas Corey
• 金额: $ 7.42万
• 依托单位: Brigham Young University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-04-01 至 2021-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1938949&HistoricalAwards=false
• 关键词: Conference; Building; Shareable; Knowledge; Base

This conference aims to contribute to increased quality of college mathematics teaching and learning. It will do so by addressing how to generate, store, and share knowledge about effective college mathematics teaching. Participants will discuss the practical and theoretical issues about building a knowledge based for teaching college mathematics. During the conference, approximately 20 participants will begin to develop a formal system for generating, storing, and sharing knowledge of college mathematics instruction. Before the conference, the participants chosen will begin drafting written instructional products and use them at the conference to share instructional knowledge. A main goal of the conference is to elaborate a framework for potential authors of written instructional products to describe what knowledge they should capture and what type of scholarly work can be done to generate such knowledge. The conference includes a draft framework, called “Scholarly Design,” which is based on research and scholarship of teaching and learning. The major goal of the conference is to produce a framework characterizing Design Scholarship in mathematics, illustrated with specific examples of such scholarship. It is anticipated that this framework will help faculty begin to engage in building a knowledge base for teaching in more effective ways. Two additional benefits are expected to emerge from supporting this community of college mathematics teachers as they engage in Design Scholarship to build a knowledge base for teaching. First, college mathematics teachers may consume the published products, adapt them for their students and instructional contexts, and implement high quality lessons. Second, teachers who engage in the process of Design Scholarship will learn about teaching (or how to analyze teaching) that may apply to other mathematics lessons, not just the lesson that is the focus of their work.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.

本次会议旨在为提高大学数学教学质量做出贡献。 它将通过解决如何生成，存储和共享有关有效的大学数学教学的知识。与会者将讨论有关建立大学数学教学知识基础的实践和理论问题。在会议期间，大约20名与会者将开始开发一个正式的系统，用于生成，存储和共享大学数学教学知识。在会议之前，选定的参与者将开始起草书面教学产品，并在会议上使用它们来分享教学知识。会议的一个主要目标是为书面教学产品的潜在作者制定一个框架，以描述他们应该获取什么知识，以及可以做什么类型的学术工作来产生这些知识。会议包括一个框架草案，称为“学术设计”，这是基于研究和学术的教学和学习。会议的主要目标是产生一个数学设计奖学金的框架，并以这种奖学金的具体例子加以说明。 预计这一框架将有助于教师开始参与建立一个知识基础，以更有效的方式教学。 两个额外的好处，预计将出现从支持这个社区的大学数学教师，因为他们从事设计奖学金，以建立一个知识基础的教学。首先，大学数学教师可以消费出版的产品，使其适应学生和教学环境，并实施高质量的课程。第二，参与设计奖学金的教师将学习可能适用于其他数学课程的教学（或如何分析教学），而不仅仅是他们工作的重点课程。该奖项反映了NSF的法定使命，并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，被认为值得支持。