Integrating Pedagogical and Curriculum Theory with Teaching Practice Throughout all Mathematics and Science Courses in the College of Arts & Sciences and Evaluating and....

自第二次世界大战以来，越来越明显的是，教学和学习数学和科学的目标没有实现。毕业生在最好的情况下有能力操纵公式，在最坏的情况下，他们会拒绝这些学科及其应用。通常情况下，计算机科学专业的毕业生甚至对入门级的职位都准备不足，因为他们缺乏解决问题的能力、口头和书面沟通能力以及团队合作能力。在这个项目中，佐治亚州立大学（GSU）开始设计、实施和报告大学水平的数学、统计学、计算机科学和物理科学课程的教学方法的系统性变化的结果，特别是针对职前教师，按照MAA和AMATYC的建议。该项目的一个目标是改变课程教学的基本操作方式。最初的重点是大学前两年的数学、统计学和计算机科学，同时计划将努力扩展到物理科学。该项目分三个阶段进行。首先，数学和计算机科学（也包括统计学）和学习支持计划的教师正在与GSU教育学院的教师合作，以协调教育课程的教学方法与内容课程的经验。其次，化学系和地质系的教师将开始参与。第三，鼓励和支持其他学校的代表性教师为他们的机构规划项目。产品包括：整个计划的人种学研究；对这种系统性变革感兴趣的大学的模式；并就数学系和科学系如何激励教员共同努力，确保创新课程的发展和教学方法的改变产生持续的影响，提出指导方针/实际建议。最后，正在组建一个由数学和物理科学、教育和其他学校的杰出专业人士组成的国家咨询委员会。

Since World War II, it has become increasingly clear that the goals for teaching and learning mathematics and the sciences are not being met. Graduates emerge with at best an ability to manipulate formulas, and at worst attitudes that reject these subjects and their applications. Often, computing science graduates are ill-prepared for even entry-level positions because of deficiencies in general problem-solving, oral and written communication, and working in teams. In this project, Georgia State University (GSU) is beginning the process to design, implement, and report on the results of systemic change in pedagogy in collegiate-level mathematics, statistics, computer science, and physical sciences courses, especially for pre-service teachers in keeping with MAA and AMATYC recommendations. One goal of the project is to change the basic modus operandi of how courses are taught. The initial focus is on the first two years of college mathematics, statistics, and computer science while planning for extending the efforts into the physical sciences. The project is being conducted in three phases. First, faculty in Mathematics and Computer Science, which also includes statistics, and Learning Support Programs are collaborating with faculty from the GSU College of Education to coordinate pedagogy taught in education courses with that experienced in content courses. Second, faculty from Chemistry and Geology departments will begin participating. Thirdly, representative faculty from other schools will be encouraged and supported to plan programs for their institutions. Products include: an ethnographic study of the entire program; a model for colleges interested in such systemic change; and guidelines/practical suggestions on ways in which mathematics and science departments can spur joint effort among faculty to ensure that innovative curriculum development and pedagogical change has a sustained impact. Lastly, a national advisory board of prominent professionals is being formed representing the mat hematical and physical sciences, education, and other schools.