MATH:CONFERENCE: Active Learning Approaches in Mathematics Instruction: Practice and Assessment Workshop

越来越多的证据表明，主动学习方法在数学教学中的有效性。特别是，现有证据支持主动学习方法在加深学生对数学的理解方面的有效性。此外，研究表明，许多在数学方面不太成功的学生通过主动学习获得了更积极的体验，并且能够与他人交流他们所学到的知识。然而，这些教学方法在高校的使用是有限的。障碍包括许多教师对(i)实施这些方法的方法缺乏很好的理解，（ii）对主动学习的积极评估和评价结果的认识，以及（iii）如何克服在课堂上采用主动学习的挑战。这个项目是为一个研讨会设计的，旨在调查和调查大学数学教学中主动学习方法的特点、挑战和评估，并扩大对主动学习方法和重要问题都有了解的个人社区。研讨会的参与者将包括教育和社会科学研究方法方面的专家，以及积极学习数学的实践者和部门领导。该项目的一个潜在动机是传播将从研讨会获得的知识，以帮助提高学生的学习和成功，以促进增加进入美国STEM劳动力的高素质科学，技术，工程和数学（STEM）专业学生数量的国家目标。研讨会的目标是：(1)回顾当前的主动学习评估工作；(2)明确实施新项目的障碍；(3)探索如何鼓励创造和实施新的主动学习计划；(4)确定国家研究和评价活动方面的需要；(5)促进研究活动，以完善对这些问题的理解，这些问题与发展、实施和吸引学生和教师积极学习有关。将考虑的几个问题包括：促进和支持教师实施主动学习策略的有效方法是什么？教室大小如何影响各种主动学习策略的有效使用？如何使用在线学习补充来促进课堂上的主动学习策略？对学生的学习、理解和成功产生重大影响的主动学习经验的水平和性质是什么？同样，我们将回顾迄今为止获得的各种评估技术和结果，以确定评估主动学习策略的最佳指标。将向广大社区提供一份后续的、专业编写的会议结论摘要。

There is growing evidence of the effectiveness of active learning approaches to mathematics instruction. In particular, existing evidence supports the effectiveness of active learning approaches in deepening student understanding of mathematics. Moreover, research indicates that many students who have been less successful in mathematics have a more positive experience through active learning and are able to communicate what they have learned with others. However, the use of these pedagogical approaches in colleges and universities has been limited. Obstacles include lack of a good understanding by many faculty members of (i) ways to implement these approaches, (ii) awareness of the positive assessment and evaluation results of active learning, and (iii) how to overcome the challenges of adopting active learning in the classroom. This project is for a workshop designed to survey and investigate the characteristics, challenges, and evaluation of active learning approaches to collegiate mathematics instruction and to expand the community of individuals who are knowledgeable about both the methods and important questions involving active learning. Participants in the workshop will include experts in education and social science research methods as well as active learning mathematics practitioners and departmental leaders. An underlying motivation of the project is to disseminate the knowledge that will be gained from the workshop to help improve student learning and success to foster the National goal of increasing the number of highly qualified science, technology, engineering and mathematics (STEM) majors who will enter the United States STEM workforce.The goals of the workshop are to: (1) review current active learning evaluation efforts; (2) clarify barriers to implementing new programs; (3) explore how to encourage the creation and implementation of new active learning programs; (4) determine what is needed in terms of national research and evaluation activities; and (5) promote research activities to refine the understanding of these issues related to developing, implementing, and engaging students and faculty in active learning. Several questions will be considered including: What are effective ways to foster and support faculty implementation of active learning strategies? How does classroom size impact effective use of various active learning strategies? How can on-line learning supplements be used to facilitate active learning strategies in the classroom? What is the level and nature of active learning experiences necessary to have significant impact on student learning, understanding, and success? Likewise, a variety of assessment techniques and results obtained to date will be reviewed to determine the best metrics for assessing active learning strategies. A follow up, professionally prepared, summary of conclusions from the meeting will be made available to the larger community.