CAREER: Supporting Model Based Inference as an Integrated Effort Between Mathematics and Science

职业：支持基于模型的推理作为数学和科学之间的综合努力

• 批准号: 1942770
• 负责人: Ryan Jones
• 金额: $ 70.39万
• 依托单位: Middle Tennessee State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-02-01 至 2025-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1942770&HistoricalAwards=false
• 关键词: CAREER; Supporting; Model; Based; Inference

This project will design opportunities for mathematics and science teachers to coordinate their instruction to support a more coherent approach to teaching statistical model-based inference in middle school. It will prepare teachers to help more students develop a deeper understanding of ideas and practices related to measurement, data, variability, and inference. Since there is little research to show how to productively coordinate learning experiences across disciplinary boundaries of mathematics and science education, this project will address this gap by: (1) creating design principles for integrating instruction about statistical model-based inference in middle grades that coordinates data modeling instruction in mathematics classes with ecology instruction in science classes; (2) generating longitudinal (2 years) evidence about how mathematical and scientific ideas co-develop as students make use of increasingly sophisticated modeling and inferential practices; and (3) designing four integrated units that coordinate instruction across mathematics and science classes in 6th and 7th grade to support statistical model-based inference.This project will use a multi-phase design-based research approach that will begin by observing teachers' current practices related to statistical model-based inference. Information from this phase will help guide researchers, mathematics teachers, and science teachers in co-designing units that integrate data modeling instruction in mathematics classes with ecological investigations in science classes. This project will directly observe students’ thinking and learning across 6th and 7th grades through sample classroom lessons, written assessment items, and interviews. Data from these aspects of the study will generate evidence about how students make use of mathematical ideas in science class and how their ecological investigations in science class provoke a need for new mathematical tools to make inferences. The resulting model will integrate mathematics and science learning in productive ways that are sensitive to both specific disciplinary learning goals and the ways that these ideas and practices can provide a better approximation for students to knowledge generating practices in STEM disciplines. The CAREER program is a National Science Foundation (NSF)-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This project is supported by NSF's Discovery Research PreK-12 (DRK-12) program. DRK-12 seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

该项目将为数学和科学教师设计机会，以协调他们的教学，以支持一个更连贯的方法来教学统计模型为基础的推理在中学。它将帮助教师帮助更多的学生更深入地理解与测量，数据，可变性和推理相关的想法和实践。由于很少有研究表明如何有效地协调数学和科学教育的学科边界的学习经验，本项目将通过以下方式解决这一差距：（1）创建设计原则，以整合中学阶段基于统计模型的推理教学，协调数学课程中的数据建模教学与科学课程中的生态学教学;（2）生成纵向（2年）证据，说明随着学生利用日益复杂的建模和推理实践，数学和科学思想如何共同发展;以及（3）设计四个综合单元，协调六年级和七年级数学和科学课程的教学，以支持统计模型-本计画将采用多阶段设计为基础的研究方法，开始观察教师目前与统计模式为基础的推论有关的作法。这一阶段的信息将有助于指导研究人员，数学教师和科学教师共同设计单元，将数学课程中的数据建模教学与科学课程中的生态调查相结合。这个项目将直接观察学生的思维和学习跨越6日和7日年级通过样本课堂课程，书面评估项目，和采访。从这些方面的研究数据将产生的证据表明，学生如何利用科学课的数学思想，以及他们的生态调查在科学课上引发了需要新的数学工具，使推论。由此产生的模型将以富有成效的方式整合数学和科学学习，这些方式对特定学科的学习目标以及这些想法和实践为学生提供更好的STEM学科知识生成实践的方式敏感。职业生涯计划是一个国家科学基金会（NSF）范围内的活动，提供奖励，以支持初级教师谁通过杰出的研究，优秀的教育，以及教育和研究的整合在其组织的使命的背景下，发挥教师学者的作用。该项目由NSF的发现研究PreK-12（DRK-12）计划支持。DRK-12旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。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。

项目成果

Teachers’ goals for seeing with data

教师用数据观察的目标

• 发表时间: 2022
• 期刊: Psychology of Mathematics Education North American Chapter
• 作者: Jones, Ryan Seth;Salisbury, Sara;Scott, Fonya;Shepherd, Lisa
• 通讯作者: Shepherd, Lisa