Personalizing Mathematics to Maximize Relevance and Skill for Tomorrow's STEM Workforce

个性化数学，最大限度地提高未来 STEM 劳动力的相关性和技能

• 批准号: 1759229
• 负责人: Neil Heffernan
• 金额: $ 36.23万
• 依托单位: Worcester Polytechnic Institute
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-01 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1759229&HistoricalAwards=false
• 关键词: Personalizing; Mathematics; Maximize; Relevance; Skill

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase student motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by developing and testing an intervention system to engage students in meaningful STEM problem posing and solving and by providing an on-line tool to assist teachers in guiding the process.This is a collaborative project involving three different institutions to use personalization strategies to strengthen students' algebraic interest and skills in STEM pathways. The project will build an environment to support algebra students' learning key content in the context of their STEM career interests by posing and solving story problems. The problems posed are based on algebra content, related to STEM career paths, and embedded in a technological interface. The innovation, of using personalized problem-posing tasks to entice students to recognize, formulate, and solve problems, framed by how mathematics is used in STEM careers, is a compelling strategy to engage students and promote STEM learning. The project will examine an instructional intervention for high school algebra that connects course content to the STEM careers to increase students' interest in those fields. In addition, within the career pathways construct, the study will investigate the effect of personalized problem posing as well as problem solving on students' algebra skill development. Specifically, the project will examine how different scaffolding approaches to STEM career problem-posing (e.g., expert video vs. examples) affect the problems posed by students and the interest and knowledge that they gain. The findings of the study have the potential will build evidence for both personalization and student generation of problem-solving tasks on improving student learning in algebra and interest in STEM fields. The study seeks to confirm a taxonomy of three features necessary for successful personalized learning: content should be personalized so that it aligns to student interests, problems must be sufficiently granular to more precisely align to student interests, and students must perceive ownership in the process.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.

该项目将促进学生和教师（ITEST）计划的创新技术经验的努力，以更好地理解和促进实践，从而增加学生的动机和能力，从而在科学，技术，技术，工程或数学或数学或数学（STEM）领域中从事职业，通过开发和测试干预系统，以使学生参与有意义的STEM问题和解决方案，从而涉及涉及教师的工具，从而涉及在线工具进行协助，以促进一项努力。使用个性化策略来增强学生在STEM途径中的代数兴趣和技能的机构。该项目将建立一个环境，以通过提出和解决故事问题来支持代数学生在STEM职业兴趣的背景下学习关键内容。提出的问题基于代数内容，与STEM职业道路有关，并嵌入了技术界面。使用个性化的解决问题任务来吸引学生识别，制定和解决问题的创新是由数学如何在STEM职业中使用的，这是一种引人入胜的策略，可以吸引学生并促进STEM学习。 该项目将检查针对高中代数的教学干预措施，该干预措施将课程内容与STEM职业联系起来，以增加学生对这些领域的兴趣。此外，在职业途径构建中，该研究将研究提出个性化问题的影响以及解决问题对学生代数技能发展的影响。具体而言，该项目将研究如何对STEM职业问题解决方案进行不同的脚手架方法（例如，专家视频与示例）如何影响学生提出的问题以及他们获得的兴趣和知识。该研究的发现具有潜力，可以为个性化和学生产生解决问题的任务提供证据，以改善代数的学生学习和对STEM领域的兴趣。该研究旨在确认成功的个性化学习所需的三个功能的分类学：应该个性化的内容，以使其与学生的利益保持一致，问题必须足够刻板，以使其与学生的利益更加精确地保持一致，学生必须在此过程中感知所有权。该奖项奖励通过NSF的法定任务，反映出值得评估的概念的支持者，该奖项已被评估范围众所周知的范围。

项目成果

Exploring Common Trends in Online Educational Experiments

探索在线教育实验的共同趋势

• 发表时间: 2022
• 期刊: Proceedings of the 15th International Educational Data Mining Conference.
• 作者: Prihar, E.