Transforming Lower Division Undergraduate Mathematics Through Team-Based Inquiry Learning

通过基于团队的探究学习改变低年级本科数学

• 批准号: 2011807
• 负责人: Steven Clontz
• 金额: $ 57.98万
• 依托单位: University of South Alabama
• 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: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2011807&HistoricalAwards=false
• 关键词: Transforming; Lower; Division; Undergraduate; Mathematics

This project aims to serve the national interest by improving the teaching and learning of undergraduate mathematics. It intends to do so by implementing Team-based inquiry learning, a collaborative form of inquiry-based learning, across three key introductory mathematics courses (Calculus I, II and Linear Algebra). Inquiry-based learning is an instructional technique shown to have many positive impacts on mathematics students. However, in undergraduate mathematics instruction, inquiry-based learning has been primarily used in upper division courses. By implementing team-based inquiry learning in these lower division mathematics courses, the project has the potential to serve a breadth of early STEM majors. Preliminary research at a single institution has shown team-based inquiry learning to improve students’ content mastery and successful completion of introductory mathematics courses. This project’s research plan will examine whether these results extend to a broad array of institutions.This project will recruit and train two cohorts of 15 mathematics faculty from multiple diverse institutions to implement team-based inquiry learning in their classrooms. These faculty will collaborate with the investigators to develop a publicly available library of mathematics team-based inquiry learning resources that other instructors can use in their courses. Ongoing virtual support will be provided to faculty as they implement team-based inquiry learning in their classes. Faculty practices and student achievement will be evaluated before and after the training in order to determine what level and what types of support are needed for faculty to effectively implement team-based inquiry learning in a way that leads to improved student success. This project aims to benefit the STEM education community by providing evidence about how inquiry-based learning can be effectively implemented in lower division mathematics courses. In addition, by providing students with meaningful opportunities to work in teams, it can also help students develop teamwork skills, which are important for success in most, if not all modern workplaces. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过改善本科数学的教与学来服务于国家利益。它打算在三门关键的数学入门课程(微积分I、微积分II和线性代数)中实施小组研究性学习，这是研究性学习的一种合作形式。探究式学习是一种被证明对数学学生有许多积极影响的教学方法。然而，在本科数学教学中，探究性学习主要应用于高年级课程。通过在这些较低级别的数学课程中实施基于团队的研究性学习，该项目有可能服务于广泛的早期STEM专业。对单一机构的初步研究表明，基于团队的研究性学习可以提高学生的内容掌握能力，并成功完成数学入门课程。这个项目的研究计划将检验这些成果是否扩展到广泛的机构。该项目将从多个不同的机构招聘和培训两批15名数学教师，以便在他们的课堂上实施基于团队的研究性学习。这些教师将与调查人员合作，开发一个公开可用的基于数学团队的研究性学习资源库，其他教师可以在他们的课程中使用。当教师在课堂上实施基于团队的研究性学习时，将向他们提供持续的虚拟支持。培训前后将对教师实践和学生成绩进行评估，以确定教师需要何种程度和类型的支持，才能有效地实施以团队为基础的研究性学习，从而提高学生的成功。该项目旨在通过提供证据，说明探究性学习如何在低级数学课程中有效实施，从而使STEM教育界受益。此外，通过为学生提供有意义的团队合作机会，它还可以帮助学生发展团队合作技能，这对大多数(如果不是所有)现代工作场所的成功至关重要。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与的学生学习路径，该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了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。