The Bio-Math Connection

该项目将为高中生开发15个模块，将生物、计算和数学与相应的教师材料和专业发展活动联系起来。该项目将以罗格斯大学(新不伦瑞克)、离散数学和理论计算机科学中心(DIMACS)、数学及其应用联合会(COMAP)和科罗拉多州立大学的广泛经验为基础，并在它们之间进行协作。这些单元将借鉴生物现象的方法，因为它涉及信息处理，在三个有助于高中水平学习的说明性领域：生物信息学和计算生物学、流行病学的数学方法和生态学的数学方法。这些领域可能会将当代生物科学和数学科学之间的相互联系带入高中课堂，从而增加学生学习这两门学科的动机。这些单元将包括独立的文本和问题情景(包括基于网络的互动材料)，可在高中数学课程或生物课程以及生物数学综合课程中单独使用。大多数单元将包括大约10个40分钟的课堂会议，而少数单元将包括可插入现有课程的1-2节课。所有模块都将在一个分四个阶段进行开发，包括由同时参与模块开发的教师进行试点测试、由接受培训讲习班的教师(至少五所学校)进行实地测试、评估和传播。在该项目的头三年期间，将免费向高中数学/生物教师提供单元(印刷版和电子版)。将进行形成性和总结性评价，以审查项目的优点/影响。

This project will develop 15 modules for high school students that connect biology, computation, and mathematics with corresponding teacher materials and professional development activities. The project will build on the extensive experience of and be conducted as collaboration among Rutgers University (New Brunswick), the Center for Discrete Mathematics and Theoretical Computer Science (DIMACS), the Consortium for Mathematics and its Applications (COMAP), and Colorado State University. The modules will draw on an approach to biological phenomena as involving information processing, in three illustrative areas conducive to learning at the high school level: Bioinformatics and Computational Biology, Mathematical Methods in Epidemiology, and Mathematical Methods in Ecology. These areas are likely to bring excitement about contemporary interconnections between the biological and mathematical sciences to the high school classrooms, hence increase student motivation to study both subjects. The modules will include self-contained text and problem situations (including web-based interactive materials) that can be used separately in high school mathematics courses or biology courses, as well as in Bio-Math integrated courses. Most modules will include about ten 40-minute class meetings, whereas a few will include 1-2 lessons that can be inserted into the existing curriculum. All modules will be developed within a four-phase process that includes pilot testing by teachers who are also involved in module development, field testing by teachers who received training workshops (at least five schools), evaluation and dissemination. Modules will be made available to high school mathematics/biology teachers, free of charge, during the first three years of the project (print and electronic formats). Both formative and summative evaluation will be conducted to examine the merit/impact of the project.