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: 1953753
• 负责人: Kimberly Eclar
• 金额: $ 92.71万
• 依托单位: Southwestern College
• 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=1953753&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：西班牙裔服务机构”（HSI 计划）的支持下，该轨道 1 项目将研究旨在提高学生在两年 HSI 入门数学方面取得成功的重大改革努力，并制定基于探究和公平驱动的干预措施以支持 STEM 成就。入门数学课程是大多数打算攻读 STEM 专业的学生所学习的第一门转级数学课程。传统上，这些课程的失败率很高，对于来自历史上服务不足的社区的想要学习 STEM 的学生来说，这是一个常见的障碍。此外，由于州法律正在影响与学生安置相关的政策，这些课程正在发生变化。通过该项目，来自两年制院校和四年制院校的协作团队将分析学生成功的趋势，为入门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，并检查变革努力的可持续性。这项工作将通过转变入门数学课程而在当地产生影响，在项目的整个生命周期中招收多达 10,000 名学生。通过改进入门数学课程，该项目将有助于扩大 STEM 专业和职业的参与范围，从而带来社会效益。这项努力还将在两年期 HSI 中获得关于 STEM 部门制度变革的普遍知识，其结果将通过研究出版物、研讨会、网络改进社区和专业发展会议进行传播。该项目将分三个阶段进行。在第一阶段，研究人员将收集并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论性统计、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，研究人员将进行设计研究和专业发展的循环，以培养数学教师利用探究和公平导向的教学实践的能力，从而扩大学生在入门数学课程中的成功。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变革的可持续性。这项工作的结果将成为两年期HSI门户STEM课程改革和重新设计的典范。这些结果将通过研究出版物、研讨会、网络改进社区和专业发展会议进行传播。该项目将通过改善两年制院校拉丁裔学生的 STEM 教育，并通过我们更广泛的传播工作，为社会做出有益的贡献。 HSI 计划旨在加强本科生 STEM 教育并建设 HSI 的能力。 HSI 计划支持的项目还将产生有关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。

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.

(2022, November). Tensions about Equity: Instructors’ nepantla attending to identity and power in mathematics

（2022 年 11 月）。

• 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.