Mathematics Persistence through Inquiry and Equity: Redeveloping Gateway Mathematics in a Two-year HSI to Promote Success in STEM

通过探究和公平坚持数学：在两年的 HSI 中重新开发入门数学，以促进 STEM 的成功

• 批准号: 1953713
• 负责人: Mary Pilgrim
• 金额: $ 127.17万
• 依托单位: San Diego State University Foundation
• 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: 2020-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1953713&HistoricalAwards=false
• 关键词: Mathematics; Persistence; through; Inquiry; Equity

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 project will study the major reform efforts designed to improve student success in gateway mathematics at a two-year HSI and develop inquiry-based and equity-driven interventions to support STEM achievement. Gateway mathematics courses are the first transfer-level mathematics course taken by most students intending to pursue a STEM major. These courses traditionally have a high failure rate, and are a common barrier for STEM-intending students from historically underserved communities. In addition, these courses are undergoing a shift as state law is impacting policies related to student placement. With this project, a collaborative team from a two-year institution and a four-year institution will analyze trends in student success, develop classroom-based interventions and professional development for instructors of gateway mathematics courses, study the impacts of the interventions, and examine the sustainability of change efforts. This work will have an impact locally by transforming gateway mathematics courses enrolling up to 10,000 students across the life of the project. By improving gateway mathematics courses, this project will contribute to the societal benefit of broadening participation in STEM majors and careers. This effort will also result in generalizable knowledge about institutional change in STEM departments at two-year HSIs, and the results will be disseminated through research publications, workshops, network improvement communities, and professional development conferences.The project will proceed in three phases. In Phase 1 the researchers will collect and analyze institutional and classroom-level data to inform a change effort. Analyses will use descriptive and inferential statistics, case study analysis, and be informed by inquiry learning and institutional change frameworks. In Phase 2, the researchers will engage in cycles of design research and professional development to build the capacity of mathematics instructors to leverage inquiry- and equity-oriented teaching practices in order to expand student success in gateway mathematics courses. In Phase 3, the research team will gradually reduce the active intervention, and study the sustainability of the changes enacted in Phase 2. The results of this work will be a model for the reform and redesign of gateway STEM courses in two-year HSIs. These results will be disseminated through research publications, workshops, network improvement communities, and professional development conferences. This project will make a beneficial contribution to society by improving the STEM education of Latinx students at a two-year institution, and more broadly through our dissemination efforts. The 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（HSI计划），这个轨道1项目将研究旨在提高学生在两年制HSI的网关数学成功的主要改革努力，并制定基于调查和公平驱动的干预措施，以支持STEM成就。网关数学课程是大多数学生打算追求STEM专业的第一个转移级数学课程。这些课程传统上具有很高的失败率，并且是来自历史上服务不足社区的STEM学生的常见障碍。此外，这些课程正在发生变化，因为州法律正在影响与学生安置有关的政策。通过这个项目，来自一个两年制机构和一个四年制机构的合作团队将分析学生成功的趋势，为网关数学课程的教师制定基于课堂的干预措施和专业发展，研究干预措施的影响，并研究变革努力的可持续性。这项工作将在当地产生影响，通过改造门户数学课程，在项目的整个生命周期中招收多达10，000名学生。通过改进门户数学课程，该项目将有助于扩大STEM专业和职业的参与的社会效益。这项工作还将在为期两年的HSIs中获得有关STEM部门机构变革的可推广知识，并将通过研究出版物，研讨会，网络改进社区和专业发展会议传播结果。该项目将分三个阶段进行。在第一阶段，研究人员将收集和分析机构和课堂层面的数据，为变革工作提供信息。分析将使用描述性和推理性统计，案例研究分析，并通过探究学习和制度变革框架提供信息。在第二阶段，研究人员将参与设计研究和专业发展的周期，以建立数学教师的能力，利用探究和公平为导向的教学实践，以扩大学生在网关数学课程中的成功。在第三阶段，研究团队将逐步减少主动干预，并研究第二阶段所实施的变化的可持续性。这项工作的结果将成为两年制HSIs门户STEM课程改革和重新设计的典范。这些成果将通过研究出版物、讲习班、网络改进社区和专业发展会议传播。该项目将通过改善拉丁裔学生在两年制机构的STEM教育，并通过我们的传播努力更广泛地为社会做出有益的贡献。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。

项目成果

Characterizing Community College Instruction in Response to State-Mandated Policy and a Global Pandemic

描述社区大学教学响应国家政策和全球大流行的特点

• 发表时间: 2022
• 期刊: Proceedings of the Conference on Research in Undergraduate Mathematics Education
• 作者: Wilkes II, C. E.;Reinholz, D. L.
• 通讯作者: Reinholz, D. L.

Tensions about Equity: Instructors’ nepantla attending to identity and power in mathematics

关于公平的紧张局势：教师涅潘特拉关注数学中的身份和权力

• 发表时间: 2022
• 期刊: Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Stringer, B. P.;Hernandez, G. M.;Wilkes II, C. E.;Pilgrim, M. E.
• 通讯作者: Pilgrim, M. E.