Making Upper Division Mathematics Courses More Relevant for Future High School Teachers: The Case of Inquiry-Oriented Dynamical Systems and Modeling

使高年级数学课程与未来高中教师更相关：以探究为导向的动力系统和建模案例

• 批准号: 2337047
• 负责人: Chris Rasmussen
• 金额: $ 74.89万
• 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: 2024
• 资助国家: 美国
• 起止时间: 2024-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2337047&HistoricalAwards=false
• 关键词: Making; Upper; Division; Mathematics; Courses

This project aims to serve the national interest by creating and investigating the impact of an upper division elective course, Inquiry-Oriented Dynamical Systems and Modeling for prospective secondary mathematics teachers. In doing so, this NSF IUSE: EDU Engaged Student Learning Level II project aims to address the well-documented disconnect between upper division mathematics courses and the needs of prospective secondary school teachers. This project will include the development of an open-source semester-long curriculum, where modeling applications will include a variety of environmental, ecological, sustainability, and social issues of interest to students and which will be intimately connected to high school mathematics topics. The curriculum will include student tasks as well as teacher resources and strategies for teaching the course. The project will investigate the prospects and possibilities for deep and meaningful connections between secondary school mathematics content and teaching in an Inquiry-Oriented Dynamical Systems and Modeling course specifically for prospective secondary teachers. The project will be supported by a diverse team of researchers at multiple universities and consultants from math education, mathematics, and secondary education. A National Advisory Board of experts will advise the project team on its core work and will assess the success of the project. The project has potential to significantly impact undergraduate mathematics education and to indirectly impact secondary mathematics education through the curriculum and plans to disseminate work with the mathematics community.The three broad goals of the project are: (1) creation of the open-source curriculum including student tasks and instructor resources, (2) research on the impact of the curriculum related to prospective teachers content knowledge, how they engage in the Common Core Standards for Mathematical Practice, and their beliefs about teaching and learning mathematics, and (3) outreach to the mathematics community aimed at supporting others in designing and modifying upper division mathematics courses for prospective secondary teachers. The four project research questions concern prospective teachers': 1) content knowledge, 2) engagement in the Standards for Mathematical Practice, 3) beliefs on teaching and learning mathematics, and 4) engagement in approximations of teaching practice. This work has both practical contributions (creation of a new curriculum) and theoretical contributions from design-based research (producing research knowledge about teachers' knowledge of secondary mathematics, their beliefs about mathematics teaching and learning, and their mathematical and professional practices). The project will include three semester-long classroom design experiment iterations in three different contexts and each will include a three-phase retrospective data analysis. The project will disseminate its results through publications, a website, workshops, conferences, and working groups with an eye on engaging early curriculum adopters to inform the curriculum development. The NSF IUSE: EDU 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.Partial funding for the project is from the Robert Noyce Teacher Scholarship program.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.

该项目旨在通过创建和调查上级选修课程，面向询问的动力系统的影响以及为前瞻性二级数学教师建模来实现国家利益。这样一来，这项NSF IUSE：EDU与学生学习级别的II级项目旨在解决上级数学课程与潜在中学教师的需求之间有据可查的脱节。该项目将包括开放式学期长的课程的开发，其中建模应用将包括学生感兴趣的各种环境，生态，可持续性和社会问题，这些问题将与高中数学主题密切相关。该课程将包括学生任务以及教师资源和教学策略。该项目将调查中学数学内容和教学之间的深厚和有意义联系的前景和可能性，专门针对潜在的中学教师专门针对潜在的中学教师进行建模课程。该项目将得到多个大学的多元化研究人员的支持，以及来自数学教育，数学和中等教育的顾问。国家顾问委员会将为项目团队提供有关其核心工作的建议，并将评估项目的成功。该项目有潜力可以显着影响本科数学教育，并通过课程间接影响次要数学教育，并计划与数学社区分发工作。该项目的三个广泛目标是：（1）创建有关开放式课程的知识，包括学生的知识，（2）与他们的开放式课程有关，（2）与他们进行的知识，（2）对他们的培训，（2）涉及培训的知识（2）数学实践及其对教学数学的信念，以及（3）与数学社区的宣传，旨在支持其他人为潜在的中学教师设计和修改上层的数学课程。四个项目研究问题涉及潜在的教师：1）内容知识，2）参与数学实践标准，3）关于数学的信念，以及4）参与教学实践的近似值。这项工作既具有实际贡献（创建新课程），也有基于设计的研究的理论贡献（对教师对次级数学的了解，他们对数学教学的信念以及其数学和专业实践的信念）。该项目将在三种不同的情况下包括三个学期的课堂设计实验迭代，每个迭代都包括三相回顾性数据分析。该项目将通过出版物，网站，研讨会，会议和工作组来传播其结果，并着眼于吸引早期课程采用者为课程开发提供信息。 NSF IUSE：EDU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，该计划支持有希望的实践和工具的创建，探索和实施。该项目的分期资金来自Robert Noyce教师奖学金计划。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识和更广泛影响的评估来评估的支持，并被认为是值得的支持。