Collaborative Research: Developing and Exploring Mathematical Modeling Curricula for Preservice K-8 Teachers

合作研究：为职前 K-8 教师开发和探索数学建模课程

• 批准号: 2053155
• 负责人: Hyunyi Jung
• 金额: $ 10.64万
• 依托单位: University of Florida
• 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: 2020-08-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2053155&HistoricalAwards=false
• 关键词: Collaborative; Research; Developing; Exploring; Mathematical

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this Exploration & Design project aims to serve the national interest by developing, implementing, and testing creative approaches for adoption of education research into disciplinary teaching. The project will develop curricula that bring recent advances in STEM knowledge of mathematical modeling into undergraduate elementary teacher education. Mathematical modeling is the process of using mathematics to make sense of real-world, authentic problems and it provides powerful learning opportunities for all students. Although modeling is of growing importance, few preservice K-8 teachers have knowledge of what modeling is or have experienced it firsthand. It is important for them to experience modeling as learners before they can integrate modeling into teaching. This project aims to address this need through the design, enactment, and refinement of mathematical modeling modules for preservice teachers. The project will use design-theory methodology to examine multiple facets of the teaching and learning of modeling beyond content knowledge. This collaborative project will involve Montana State University and Marquette University, and various undergraduate courses at each institution. The project will gather data from various sources, including classroom video data, and preservice teachers' constructed models and journals. The project team will use this data to document, through a Decision Modeling Process, how preservice teachers move through the modeling cycle, noting specific choices, actions, and dispositions. This information will then be used to refine the developed instructional modules and provide written and video annotations for these modules. Based on this analysis, the project seeks to address: 1) how teacher educators can support preservice teachers' understanding of the attributes of mathematical modeling; 2) how preservice teachers' understanding of modeling develops across modules; and 3) factors that support preservice teachers' motivation to engage in mathematical modeling and its related practices. The modules and corresponding videos and annotations developed by the project will be accessible online and will be shared with mathematics teacher educators through outlets such as webinars and conferences. Through dissemination of the modules, mathematics teacher educators will have visible resources to aid in integrating mathematical modeling into a range of existing courses, including undergraduate mathematical modeling courses, preservice teacher methods courses, and undergraduate mathematics courses for teachers. More broadly, this project has potential to benefit society by improving the preparation of undergraduate students, who will become multi-disciplinary teachers in a STEM field. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. This project is in the IUSE: EHR Engaged Student Learning track, through which the funding 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.

在NSF改进本科STEM教育计划：教育和人力资源（IUSE：EHR）的支持下，该探索设计项目旨在通过开发，实施和测试将教育研究纳入学科教学的创造性方法来服务于国家利益。该项目将开发课程，将数学建模的STEM知识的最新进展带入本科小学教师教育。数学建模是使用数学来理解现实世界中真实问题的过程，它为所有学生提供了强大的学习机会。虽然建模越来越重要，但很少有小学K-8教师了解建模是什么或亲身经历过。在他们将建模融入教学之前，他们作为学习者体验建模是很重要的。本计画的目的是透过设计、制定与改善数学建模模组，以满足在职教师的需求。该项目将使用设计理论方法来研究内容知识之外的建模教学的多个方面。 这个合作项目将涉及蒙大拿州立大学和马奎特大学，以及每个机构的各种本科课程。该项目将从各种来源收集数据，包括课堂视频数据，以及兼职教师构建的模型和期刊。 项目团队将使用这些数据来记录，通过决策建模过程，副教师如何通过建模周期移动，注意到具体的选择，行动和处置。这些信息将用于完善开发的教学模块，并为这些模块提供书面和视频注释。在此基础上，本研究试图探讨：1）教师教育者如何支持在职教师对数学建模属性的理解; 2）在职教师对建模的理解如何跨模块发展; 3）支持在职教师从事数学建模及其相关实践的动机因素。该项目开发的模块和相应的视频和注释将在网上提供，并将通过网络研讨会和会议等渠道与数学教师教育工作者分享。通过模块的传播，数学教师教育工作者将有可见的资源，以帮助整合数学建模到现有的课程，包括本科数学建模课程，副教师方法课程，和本科数学课程的教师。更广泛地说，该项目有可能通过改善本科生的准备来造福社会，他们将成为STEM领域的多学科教师。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该项目是在IUSE：EHR学生学习轨道，通过该资助计划支持的创建，探索和实施有前途的做法和工具.这个奖项反映了NSF的法定使命，并已被认为是值得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的支持.