Noticing in Mathematics: A Video-Annotation Curriculum to Enhance Instructors' Understanding of Student Thinking in Proof-Transition Courses

数学中的注意：视频注释课程可增强教师对证明过渡课程中学生思维的理解

• 批准号: 2120894
• 负责人: Rossella Santagata
• 金额: $ 30万
• 依托单位: University of California-Irvine
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2120894&HistoricalAwards=false
• 关键词: Noticing; Mathematics; Video; Annotation; Curriculum

This project aims to serve the national interest by improving instructional teams’ understanding of student mathematical thinking in introductory college proof courses. Large percentages of undergraduates fail proof-transition courses. The notable increase in content difficulty and transition from computational to proof-based mathematics are factors in determining whether students pursue studies and careers in STEM. This issue affects students from underrepresented groups disproportionately. To address these challenges, this project will investigate the effectiveness of a video-annotation curriculum designed to support responsive and equitable mathematics instruction in undergraduate proof-transition courses. The project will provide professional development for six instructional teams for an Introduction to Abstract Algebra course. The instructional teams will consist of a course instructor, two graduate teaching assistants, and four undergraduate learning assistants. The project’s aim is to enhance instructional practices to increase student success in college courses for mathematics majors.This project draws on extensive K-12 mathematics education research to ground its design of an innovative professional development curriculum centered on teacher noticing. Noticing entails attending to student mathematical thinking and positioning in the classroom, responding strategically and appropriately, and improving both learning and sense of belonging. This project will provide novel and important findings about adaptation of the noticing construct to the higher education setting. Through a design-based research approach, the project’s interdisciplinary team will engage in three phases of research: exploratory, early implementation, and efficacy study. Through multiple cycles of revisions the team will design and rigorously test the curriculum for its impact on student learning and instructional teams’ knowledge, noticing competencies, and instructional quality. The University of California-Irvine, a Hispanic-Serving Institution, will test the efficacy of the curriculum specifically on Latinx students. Additionally, the curriculum will be made freely available to other institutions, including those serving large percentages of students from groups underrepresented in their participation in STEM courses of study. Findings will be shared via publications and conference presentations. 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.

该项目旨在通过在简介大学证明课程中提高教学团队对学生数学思维的理解来满足国家利益。大部分的本科生失败了过渡课程。内容上的明显增加和从计算到基于证明的数学的过渡是确定学生是否从事STEM学习和职业的因素。这个问题会影响代表性不足群体的学生不成比例。为了应对这些挑战，该项目将调查旨在支持本科验证课程中响应迅速和公平数学指令的视频通道课程的有效性。该项目将为六个教学团队提供专业发展，以介绍抽象代数课程。讲师团队将包括一名课程讲师，两名研究生助教和四名本科学习助理。该项目的目的是增强教学实践，以提高学生在数学专业的大学课程中的成功。该项目借鉴了广泛的K-12数学教育研究，以基于以教师通知为中心的创新专业发展课程的设计。注意到需要参加学生在课堂上的数学思维和定位，战略性和适当地做出反应，并提高学习和归属感。该项目将提供有关适应高等教育环境的知名结构的新颖而重要的发现。通过基于设计的研究方法，该项目的跨学科团队将参与研究的三个阶段：探索性，早期实施和有效的研究。通过多个修订周期，团队将设计并严格测试课程对学生学习和教学团队知识，明显能力和教学质量的影响。西班牙裔服务机构加利福尼亚大学 - 艾尔文分校将测试当前专门针对拉丁裔学生的效率。此外，电流将免费提供给其他机构，包括那些为大量学生提供的学生参与STEM研究课程的人数不足的学生。调查结果将通过出版物和会议演讲共享。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估审查标准，被认为是珍贵的支持。