Collaborative Research: Promoting Success in Undergraduate Mathematics through Graduate Teaching Assistant Training

数学是学生在所有科学，技术，工程和数学（STEM）学科的成功至关重要。此外，本科生在数学课程中的成功是国家日益增长的培养下一代STEM专业人才的需求中越来越重要的一部分。完成数学课程的困难往往会阻止本科生实现获得STEM学位和进入STEM劳动力的目标。这个合作研究项目在科罗拉多丹佛大学，奥本大学和孟菲斯大学的目的是提高本科数学课程的完成，通过加强数学科学研究生助教（GTA）的教学准备。提供一个有效的GTA培训模式，包括各种各样的循证方法，有可能改善GTA课堂实践，这反过来又可能增加本科生在GTA课堂上的学习。 该项目将通过研究GTA培训的改进如何影响本科生的学习来研究这种可能性，特别是在STEM专业通常需要的低年级本科数学课程中。此外，教学本科生是数学教师的专业职责的重要组成部分，无论他们的任命范围从社区学院到大型研究型大学。 因此，这一培训也将导致一个干部的数学科学教师谁是更好地准备使用有效的做法，以提高本科生的成功，在早期的大学数学。该项目将进行多部分，三个机构的研究性研究，与预期的目的是调查的影响GTA期间和之后，他们完成了他们的多组成部分，在科罗拉多丹佛大学、奥本大学和孟菲斯大学加强了教学和教学培训。该项目将使用和完善最初由CU丹佛数学和统计科学GTA准备计划部门开发的几个组件。 这些组成部分包括提供参与GTA：（1）深入了解，在相关文献的基础上，在本科数学科学教学的相关问题;（2）由同行和教师指导的机会;（3）提供其他GTA的同行指导的机会;（4）为本地K-12学生提供外展机会，以便更广泛地了解他们未来学生的学业轨迹;以及（5）参加跨机构的“STEM教育中的关键问题”研讨会。研究将包括对本科生的表现和成功，保留和满意度，纵向定性和定量分析的观察GTA教室的数据分析，如何培训计划影响GTA的数学教学和学习的看法的检查，以及同行导师的关系影响的方式定性分析经验不足和经验丰富的GTA，无论是在他们的课堂内外。参与机构的不同背景将为丰富的比较和更深入的了解机制提供机会，这些机制可以促进全国其他机构更广泛地采用项目组件。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

Mathematics is critical for student success in all Science, Technology, Engineering, and Mathematics (STEM) disciplines. Furthermore, undergraduate success in mathematics courses is an increasingly critical piece of the growing national need to train the next generation of STEM professionals. Difficulty in completing mathematics courses often prevents undergraduate students from reaching their goals of obtaining a STEM degree and entering the STEM workforce. This collaborative research project at the University of Colorado Denver, Auburn University, and the University of Memphis aims to improve the completion of undergraduate mathematics courses by enhancing the instructional preparation of Graduate Teaching Assistants (GTAs) in the Mathematical Sciences. Providing an effective model of GTA training that encompasses a wide variety of evidence-based approaches has the potential to improve GTA classroom practices, which in turn may increase undergraduate learning in the classes the GTAs teach. This project will investigate this possibility by examining how improvements to GTA training affect undergraduate student learning, particularly in lower-division undergraduate mathematics courses that are often required for STEM majors. In addition, teaching undergraduates is a significant part of the professional responsibilities of mathematics faculty, regardless of their range of appointments from community colleges to large research universities. Thus, this training will also result in a cadre of mathematical sciences faculty who are better prepared to use effective practices to increase undergraduate student success in early college mathematics.The project will conduct a multi-part, three-institution research study, with the intended purpose of investigating the effects on GTAs during and after the time they complete their multi-component, enhanced instructional and pedagogical training at the University of Colorado Denver, Auburn University, and the University of Memphis. The project will use and refine several components initially developed by the CU Denver Department of Mathematical and Statistical Sciences GTA preparation program. These components include providing participating GTAs with: (1) a deep understanding, grounded in relevant literature, of pertinent issues in undergraduate mathematical sciences instruction; (2) opportunities to be mentored by peers and faculty; (3) opportunities to provide peer-mentoring of other GTAs; (4) outreach opportunities to local K-12 students in order to gain a broader understanding of their future students' academic trajectories; and (5) participation in a cross-institutional "Critical Issues in STEM Education" seminar. Research will include the analysis of data on undergraduate student performance and success, retention and satisfaction, a longitudinal qualitative and quantitative analysis of observations of GTA classrooms, an examination of how the training program impacts GTA perceptions of mathematics teaching and learning, and a qualitative analysis on the ways the peer-mentor relationship affects inexperienced and experienced GTAs, both in and out of their classrooms. The diverse contexts of the participating institutions will provide the opportunity for rich comparisons and greater insight into mechanisms that can facilitate broader adoption of project components at other institutions around the country.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.