MATH: EAGER:Mathematical Problem Solving Item Development Project

数学：EAGER：数学问题解决项目开发项目

• 批准号: 1544545
• 负责人: James Alvarez
• 金额: $ 27.05万
• 依托单位: University of Texas at Arlington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1544545&HistoricalAwards=false
• 关键词: MATH; EAGER; Mathematical; Problem; Solving

Access to STEM careers relies heavily on student success in their foundational mathematics courses. Little is understood about the mathematical problem solving capacity students must develop in order to leverage mathematical knowledge from prior courses in learning mathematics central to their field of study. The Mathematical Problem Solving Item (MPSI) Development Project will create a pool of validated problems and associated assessment items that indicate a student's mathematical problem solving (MPS) in five key areas identified in the research literature: (a) sense-making/ orienting, (b) representing/ connecting, (c) challenge/ difficulty, (d) reviewing, and (e) defending/ justifying. To this end, the project will: (1) develop and refine items that indicate levels of MPS in the five areas stated above with students in college algebra and calculus. To this end, the project will pilot and refine items with approximately 1600 college algebra students and 1400 calculus student; (2) validate items by convening a panel of experts in MPS; and (3) use a pre- and post-assessment design to examine the extent to which the MPSI items capture the elements of MPS.In contrast to labor- and time-intensive measures of students' MPS capacity that involve task-based interviews and review of student work using detailed scoring rubrics, the MPSI item design will provide items that use a Likert-type scale and can be machine scored. The project will investigate the extent to which the items capture the impact of curricula in college algebra and calculus on MPS as well as the extent to which success in these mathematics courses can be inferred from student MPS profiles derived from performance on MPSI project items. The MPSI project will provide an important and efficient tool that separates skills, procedural knowledge, and conceptual knowledge gained in a course from the MPS levels needed to leverage this mathematical knowledge in future courses and to persist in STEM fields.

进入STEM职业在很大程度上取决于学生在其基础数学课程中的成功。关于学生必须发展的数学问题解决能力，以便从以前的学习数学课程中学习数学知识必须发展的数学知识。数学问题解决项目（MPSI）开发项目将创建一系列经过验证的问题和相关的评估项目，这些问题表明学生在研究文献中确定的五个关键领域的数学问题解决（MPS）：（a）感知/定向，（b）表示/连接，（c）表示挑战/（c）挑战，（d）审查，（d）审查，（d）捍卫/（e）捍卫/（e）。为此，该项目将：（1）开发和完善项目，这些项目表明上述五个领域的国会议员水平与大学代数和微积分的学生。为此，该项目将与大约1600个大学代数学生和1400名微积分学生一起试行和完善项目； （2）通过召集议员专家小组来验证项目； （3）使用前和后的评估设计来检查MPSI项目在多大程度上捕获MPS的要素。与劳动和时间密集型的学生的MPS能力相反，该措施涉及基于任务的访谈和使用详细的评分库库对学生工作进行审查，MPSI项目将提供使用Mikert-type量表的MPSI项目。该项目将调查项目在多大程度上捕获课程在大学代数和微积分对国会议员的影响，以及从这些数学课程中的成功范围从MPSI项目项目中的绩效得出的学生资料来推断出这些数学课程的成功程度。 MPSI项目将提供一个重要而有效的工具，该工具将课程中的技能，程序知识和概念知识分开，从而从未来课程中利用这种数学知识并在STEM领域中持续存在的MPS水平。