Mathematics Persistence through Inquiry and Equity: Redeveloping Gateway Mathematics in a Two-year HSI to Promote Success in STEM

通过探究和公平坚持数学：在两年的 HSI 中重新开发入门数学，以促进 STEM 的成功

• 批准号: 1953713
• 负责人: Mary Pilgrim
• 金额: $ 127.17万
• 依托单位: San Diego State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1953713&HistoricalAwards=false
• 关键词: Mathematics; Persistence; through; Inquiry; Equity

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 project will study the major reform efforts designed to improve student success in gateway mathematics at a two-year HSI and develop inquiry-based and equity-driven interventions to support STEM achievement. Gateway mathematics courses are the first transfer-level mathematics course taken by most students intending to pursue a STEM major. These courses traditionally have a high failure rate, and are a common barrier for STEM-intending students from historically underserved communities. In addition, these courses are undergoing a shift as state law is impacting policies related to student placement. With this project, a collaborative team from a two-year institution and a four-year institution will analyze trends in student success, develop classroom-based interventions and professional development for instructors of gateway mathematics courses, study the impacts of the interventions, and examine the sustainability of change efforts. This work will have an impact locally by transforming gateway mathematics courses enrolling up to 10,000 students across the life of the project. By improving gateway mathematics courses, this project will contribute to the societal benefit of broadening participation in STEM majors and careers. This effort will also result in generalizable knowledge about institutional change in STEM departments at two-year HSIs, and the results will be disseminated through research publications, workshops, network improvement communities, and professional development conferences.The project will proceed in three phases. In Phase 1 the researchers will collect and analyze institutional and classroom-level data to inform a change effort. Analyses will use descriptive and inferential statistics, case study analysis, and be informed by inquiry learning and institutional change frameworks. In Phase 2, the researchers will engage in cycles of design research and professional development to build the capacity of mathematics instructors to leverage inquiry- and equity-oriented teaching practices in order to expand student success in gateway mathematics courses. In Phase 3, the research team will gradually reduce the active intervention, and study the sustainability of the changes enacted in Phase 2. The results of this work will be a model for the reform and redesign of gateway STEM courses in two-year HSIs. These results will be disseminated through research publications, workshops, network improvement communities, and professional development conferences. This project will make a beneficial contribution to society by improving the STEM education of Latinx students at a two-year institution, and more broadly through our dissemination efforts. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.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.

在不断改善的本科STEM教育的支持下：西班牙裔服务机构（HSI计划），该轨道1项目将研究旨在在两年的HSI上提高学生在Gateway数学方面的成功的重大改革，并开发基于询问的股票和股权驱动的干预措施，以支持STEM实现STEM实现。 Gateway数学课程是大多数打算攻读STEM专业的学生参加的第一个转移级数学课程。这些课程传统上的失败率很高，对于来自历史悠久的社区的茎干学生来说是一个常见的障碍。此外，随着州法律正在影响与学生安排有关的政策，这些课程正在发生变化。在这个项目中，一个为期两年的机构和四年制机构的合作团队将分析学生成功的趋势，开发基于课堂的干预措施和针对网关数学课程讲师的专业发展，研究干预措施的影响，并研究变革工作的可持续性。这项工作将通过改变网关数学课程，在该项目的一生中最多10,000名学生，从而在本地产生影响。通过改善网关数学课程，该项目将有助于扩大参与STEM专业和职业的社会利益。这项工作还将导致有关STEM部门在两年HSIS的机构变化的普遍知识，结果将通过研究出版物，研讨会，网络改善社区和专业发展会议来传播结果。该项目将分为三个阶段。在第1阶段，研究人员将收集和分析机构和课堂级别的数据，以告知变更工作。分析将使用描述性和推论性统计，案例研究分析，并通过查询学习和机构变更框架来告知。在第2阶段，研究人员将进行设计研究和专业发展的周期，以建立数学讲师的能力，以利用询问和股票为导向的教学实践，以扩大学生在Gateway数学课程中的成功。在第3阶段，研究团队将逐渐减少积极的干预措施，并研究第2阶段中所制定的变化的可持续性。这项工作的结果将是两年HSIS中Gateway STEM课程的改革和重新设计的模型。这些结果将通过研究出版物，研讨会，网络改善社区和专业发展会议来传播。该项目将通过在两年的机构中改善拉丁裔学生的STEM教育，从而为社会做出有益的贡献，并通过我们的传播工作更广泛地做出了贡献。 HSI计划旨在增强本科STEM教育并在HSIS的建立能力。 HSI计划支持的项目还将为如何实现这些目标提供新的知识。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估标准，被视为值得通过评估来获得支持。

项目成果

Characterizing Community College Instruction in Response to State-Mandated Policy and a Global Pandemic

描述社区大学教学响应国家政策和全球大流行的特点

• 发表时间: 2022
• 期刊: Proceedings of the Conference on Research in Undergraduate Mathematics Education
• 作者: Wilkes II, C. E.;Reinholz, D. L.
• 通讯作者: Reinholz, D. L.

Tensions about Equity: Instructors’ nepantla attending to identity and power in mathematics

关于公平的紧张局势：教师涅潘特拉关注数学中的身份和权力

• 发表时间: 2022
• 期刊: Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Stringer, B. P.;Hernandez, G. M.;Wilkes II, C. E.;Pilgrim, M. E.
• 通讯作者: Pilgrim, M. E.