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.

该项目将推进学生和教师创新技术体验 (ITEST) 计划的工作，通过开发和推广提高学生在科学、技术、工程或数学 (STEM) 领域追求职业生涯的积极性和能力的实践。测试一个干预系统，让学生参与有意义的 STEM 问题提出和解决，并提供在线工具来协助教师指导该过程。这是一个涉及三个不同机构的合作项目，旨在使用个性化策略来增强学生的代数兴趣和STEM 技能途径。该项目将通过提出和解决故事问题，构建一个环境，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 职业道路相关，并嵌入技术界面中。以数学在 STEM 职业生涯中的应用为框架，利用个性化的问题提出任务来吸引学生认识、阐述和解决问题，这一创新是吸引学生并促进 STEM 学习的一项引人注目的策略。 该项目将研究高中代数的教学干预，将课程内容与 STEM 职业联系起来，以提高学生对这些领域的兴趣。此外，在职业道路构建中，该研究将调查个性化问题提出和问题解决对学生代数技能发展的影响。具体来说，该项目将研究提出 STEM 职业问题的不同支架方法（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。该研究的结果有可能为个性化和学生生成解决问题的任务提供证据，从而提高学生对代数的学习和对 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特征的分类：内容应该个性化，以便符合学生的兴趣，问题必须足够细化，以便更精确地符合学生的兴趣，学生必须在这个过程中认识到所有权。该奖项反映了 NSF 的法定使命，并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，被认为值得支持。

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.