Collaborative Research: Data Integration in Undergraduate Mathematics Education

该项目将通过使用以计算为重点的模块，将真实数据注入本科数学课程的头两年，让处于早期阶段的本科生参与到现实世界问题的数学研究中。该项目将集中于罗切斯特理工学院和罗切斯特拿撒勒学院的四门课程：微积分I、微积分II、多元微积分和线性代数。领导小组将研究：(I)以计算机为基础的模块对本科生数学倾向和成绩的影响，以及(Ii)专业发展对本科生数学教师的影响。该项目将有助于研究大学一级数学教育中的数据和技术整合，并将通过开发供教育工作者在课堂上使用的高质量教育工具，促进采用新方法。这样，该项目将支持国家科学基金会促进科学进步和促进国家繁荣的使命。这个项目将开发基于真实世界数据的课堂模块，使学生拥有支持和激励数学概念和技术研究的真实体验；将研究这些模块对本科生对数学的倾向和成就的影响；将研究专业发展对本科教师的影响。学生将收到问卷并参加焦点小组，课程将被录像，本科生教职员工将收到问卷并被要求撰写反思日记。将有大约50名教授接受内部和外部培训，该项目将影响罗切斯特理工学院(一所技术大学)和罗切斯特拿撒勒学院(一所综合性学院)之间分布的大约1,000名学生。该项目将提供有关遇到真实数据如何影响学生的态度和他们参与计算机的意愿，以及本科生数学教师对专业发展活动的反应的信息。罗伯特·诺伊斯教师奖学金计划将为该项目提供共同资金，以表彰其与诺伊斯努力更广泛的教师培养目标的一致性。

This project will engage early-stage undergraduate students in the mathematical study of real world problems by using computationally-focused modules that infuse authentic data into the first two years of the undergraduate mathematics curriculum. The project will focus on four courses: Calculus I, Calculus II, Multivariate Calculus, and Linear Algebra at Rochester Institute of Technology and Nazareth College of Rochester. The leadership team will study the: (i) impact of computer-based modules on undergraduate students' mathematical disposition and achievement and (ii) effectiveness of professional development on undergraduate mathematics faculty. The project will contribute to the study of data and technology integration in mathematics education at the collegiate level, and will facilitate the uptake of new methods by developing high-quality educational tools for educators to use in their classrooms. In this way, the project will support the National Science Foundation's mission of promoting the progress of science and advancing the national prosperity. This project will develop in-class modules based on real-world data so that students have authentic experiences that support and motivate the investigation of mathematical concepts and techniques; will study the impact of these modules on undergraduate students' disposition towards and achievement in mathematics; and will study the effect of professional development on undergraduate faculty members. Students will be given questionnaires and will participate in focus groups, courses will be videotaped, and undergraduate faculty members will be given questionnaires and asked to write reflective journals. There will be roughly 50 professors trained internally and externally, and the project will impact approximately 1,000 students distributed between Rochester Institute of Technology (a technical university) and Nazareth College of Rochester (a comprehensive college). This project will provide information about the ways that encountering authentic data affects students' attitudes and their willingness to engage with computers, and also undergraduate mathematics faculty members' response to professional development activities. The Robert Noyce Teacher Scholarship program will provide co-funding for this project in recognition of its alignment with the broader teacher preparation goals of the Noyce effort.