Researching the impact of an online MOOC designed to transform student engagement and achievement in mathematics

该项目旨在研究大规模开放在线课程（MOOC），预计将有大约200万学生，这将补充中学数学课程，以了解对学生数学学习和数学参与的影响。MOOC的学习环境与学龄儿童的常规数学课程相结合，重点是帮助学生培养积极和富有成效的信念，或成长心态，关于他们自己在数学方面的潜力，并教授学生一系列导致数学成功的策略。更好地理解成长心态和学习如何在常规课堂教学的背景下学习数学，可能会为向成千上万的学生介绍一种新的干预方法做出重要贡献。这一贡献与提供使用mooc与学龄儿童课堂教学相结合对学生学习的影响的证据相一致。如果研究发现数学干预MOOC显著提高了学生的成绩和对数学的参与，它可以在全国范围内推广，并有可能改变美国数学教育的面貌。本研究在MOOC与中学数学课堂教学相结合的背景下，考察了非认知因素、思维方式、认知因素以及学习数学的策略。以往的思维模式研究没有研究过思维模式信息在数学中的影响，本研究将为这一领域增添重要的知识。这项研究还将有助于对mooc的新认识，了解mooc作为学习机会的潜力，以及创新教学法的设计。通过对加州两个地区的10,000名学生进行随机对照试验，采用的统计设计将使学校能够在整个班级的学生中实施该计划。该研究采用了数学参与、思维方式、数学策略使用和数学成绩的前后变化的测量方法，并仔细检查了对女孩、有色人种、不同社会经济地位的学生和成绩差的学生的影响。

This project is designed to study a Massively Open Online Course (MOOC), expected to have approximately 2 million students, which will supplement middle grades mathematics classes to understand the impact on students' mathematical learning and engagement in mathematics. The MOOC learning environment, used with school aged children in concert with their regular mathematics course, focuses on helping students to develop positive and productive beliefs, or growth mindsets, about their own potential in mathematics and to teach the students a range of strategies that lead to mathematics success. A better understanding of growth mindsets and learning how to learn mathematics in the context of regular classroom instruction potentially makes important contributions in introducing a new intervention to tens of thousands of students. This contribution is made in concert with providing evidence of impact of using MOOCs coupled with classroom instruction with school aged children on student learning. If the study finds that the mathematics intervention MOOC significantly increases students' achievement and engagement with mathematics, it can be scaled nationally and potentially change the face of mathematics education in the United States.This study examines non-cognitive factors, mindsets, cognitive factors, and strategies for learning mathematics, in the context of a MOOC combined with classroom instruction for middle grades students in mathematics. No previous mindset study has researched the impact of mindset messages within mathematics, and the proposed study will add important knowledge to this field. The study will also contribute to new knowledge of MOOCs, of their potential as learning opportunities and of the design of innovative pedagogies. Using a blocked randomized control trial of 10,000 students in two California districts, the statistical design employed will enable schools to implement the program across entire classes of students. The study employs measures of pre/post changes in mathematics engagement, mindset, use of mathematics strategies, and mathematics achievement, with close examination of the implications for girls, students of color, students of different socio-economic-status and low achieving students.