Mathematical and Computational Methods for Planning a Sustainable Future

这个探索性项目正在为9-12年级的模块开发两个创新的教学模块原型，并对它们的可用性和影响力进行广泛的测试。这些单元将强调数学和计算机科学在规划可持续性方面的作用。主要假设是，短期(大约一周)跨学科模块可以通过以下方式对学生产生积极影响：-沉浸在与个人相关的可持续发展主题中对数学和计算机科学的态度；-掌握数学和计算方法的交叉技能；-认识可持续发展中的跨学科问题；-增强参与可持续发展论述和行使负责任公民身份的能力；-学习成为下一代跨学科问题解决者所必需的STEM做法和探究模式；-认识与可持续生活相关的STEM教育机会和职业道路。该项目由罗格斯·布劳斯坦规划与公共政策学院、数学及其应用联盟(COMAP)、科罗拉多州立大学(CSU)、国家大气研究中心(NCAR)和多所学校进行。最初两个模块的主题将由高级咨询委员会从以下几个方面选择：被动式太阳能建筑设计、天气发生器、水文循环、入侵物种和渗透以及气候模型中的预测不确定性。每个模块将包含对职业机会和相关工作的描述，并突出显示一个从事此类工作的人。由至少一名内容专家和一名教学专家和/或经验丰富的教师组成的由2-3名作者组成的模块编写小组将在第一年编写两个模块；它们将在项目两年之间的夏季在Groton学校举行的暑期原型研讨会上与高中生一起进行测试；在当年夏天进行修订；在第二年秋季在不同的高中进行实地测试；在春季再次修订；并准备在两年结束时出版。

This Exploratory Project is developing two prototype innovative instructional modules for grades 9-12 modules, and testing them extensively for useability and impact. These modules will emphasize the role of mathematics and computer science in planning for sustainability. The primary hypotheses is that short (roughly one week) interdisciplinary modules can positively impact students' in the following ways:- attitudes toward mathematics and computer science by immersion in sustainability topics of personal relevance;- facility with cross-cutting skills in mathematical and computational methods; - awareness of interdisciplinary issues in sustainability;- empowerment to engage in sustainability discourse and exercise responsible citizenship; - learning of the STEM practices and modes of inquiry necessary to become the next generation of interdisciplinary problem solvers;- awareness of STEM educational opportunities and career paths related to sustainable living. The project is conducted by Rutgers Bloustein School of Planning and Public Policy, the Consortium for Mathematics and its Applications (COMAP), Colorado State University (CSU), the National Center for Atmospheric Research (NCAR), and at multiple schools.Topics for the initial two modules will be chosen by a high level Advisory Board from the following: Passive Solar Building Design, Weather Generators, Hydrologic Cycles, Invasive Species and Percolation, and Uncertainties with Projections in Climate Models. Each module will contain a description of career opportunities and related jobs, and highlight a person in one such job. Module writer teams of 2-3 writers consisting of at least one content expert and one pedagogical expert and/or experienced teacher will write the two modules in the first year; they will be tested with high school students in a summer prototyping workshop held at The Groton School in the summer between the two years of the project; revised during that summer; field tested in diverse high schools during the fall of the second year; revised again during the spring; and prepared for publication at the end of the two years.