Math Images II

CCLI第2类项目涉及新的学习材料和教学策略的创造、改编和传播，这些材料和教学策略有可能改变数学和计算机科学的本科教育。Math Images II开发了一个模型，为可能考虑主修STEM专业的本科生提供研究前工作和学习数学写作的经验，并将该模型扩展到计算机科学和职前教育的学生。学生可以面对面或在线参与有监督的暑期研究小组，或者在学年课程中参与特殊项目。作为扩大和扩展CCLI第一阶段数学图像项目计划的一部分，该项目吸引了本科生写作和理解数学，该项目包括来自各种机构和学科准备的不同学生群体，他们通过数学论坛合作开发在线管理的内容。参与的学生学习用数学来解释图像的内容，构建图像或软件程序来帮助理解图像的数学，或开发包含图像页面的课程材料。他们通过与教师，同行和在线资源人员（数学家，计算机科学家，数学教育教师和教师）的合作来支持他们修改他们的工作，以便可以在数学图像wiki上发布（测试版，http://mathforum.org/mathimages/）.This项目开发教学策略和新的学习材料，以改变本科生STEM教育的质量。它将来自不同学科背景的学生、教师和在线资源人员聚集在一起，作为如何思考和处理图像和数学的合作者和模型。开发一个用于评估开放式数学写作和参与者工作与教学对话的研究的标准，应该使这种经验能够根据参与者的进入优势和需求进行缩放，从而提高他们的参与质量。这个项目有四种类型的贡献。首先，它提供了一种资源，可以为公众提供丰富的理解数学实际上是什么，同时作为各级课堂工作的教学资源和学生项目的新工具。其次，它记录了参与图像和数学写作、编程和/或课程设计的学生的动机和学习，这些都利用并有助于网络资源。第三，该项目产生了一个评估开放式数学写作的标准，通过将其应用于不同参与者的工作中进行测试和完善。这是数学课堂和新媒体学习研究都需要的资源。最后，该项目记录了支持动机和先前数学经验不同的学习者的反馈形式。目前关于如何应对具有不同动机和学习概况的学习者的优势和需求的信息很少。研究结果将分发给研究人员和从业人员。

This CCLI Type 2 project involves the creation, adaptation, and dissemination of new learning materials and teaching strategies that have the potential to transform undergraduate education in mathematics and computer science. Math Images II develops a model for providing undergraduates who might consider a STEM major with pre-research experiences working with and learning to write math, and extends this model to also include computer science and preservice education students. Students engage face-to-face and online as participants in supervised summer research groups or they are involved in special projects during an academic year course. As part of the plan to scale and extend the CCLI Phase I Math Images project that engaged undergraduate students in writing and understanding mathematics, this project includes a diverse group of student participants from a wide variety of institutions and disciplinary preparations who collaborate in the development of content managed online through the Math Forum. Participating students learn to write mathematics to explain the content of images, to construct images or software programs to help understand the mathematics of the images, or to develop course materials that include work with image pages. They are supported through collaborations with faculty, peers, and online resource personnel (mathematicians, computer scientists, math education faculty, and teachers) to revise their work so it can be published on the Math Images wiki (beta version, http://mathforum.org/mathimages/).This project develops teaching strategies and new learning materials to transform the quality of STEM education for undergraduates. It brings together students from different disciplinary backgrounds, faculty, and online resource personnel as collaborators and models for how to think and work with images and mathematics. The development of a rubric for assessing open-ended mathematics writing and study of participant work with instructional conversation should enable this experience to be scaled in relation to participants' entering strengths and needs and, in turn, improve the quality of their participation.This project makes four types of contributions. First, it contributes a resource that can provide the general public with enriched understanding of what mathematics actually is while serving as both an instructional resource for classroom work at all levels, and a new vehicle for student projects. Second, it documents the motivation and learning of student participants involved in working with images and mathematics writing, programming, and/or lesson design that takes advantage of and contributes to web resources. Third, the project yields a rubric for assessing open-ended mathematics writing that is tested and refined through its application to the work of a diverse pool of participants. This is a resource that is needed for both mathematics classrooms and studies of learning from new media. Finally, the project documents the forms of feedback that support learners who differ in motivation and prior experience with mathematics. Little information is currently available about how to respond to the strengths and needs of learners with different motivational and learning profiles. Findings are disseminated to both research and practitioner audiences.