CAREER: Improving Access to STEM by Supporting Students’ Effective Use of Online Resources in Gateway Mathematics Courses

职业：通过支持学生提高 STEM 学习的机会 — 在入门数学课程中有效利用在线资源

• 批准号: 2044960
• 负责人: Ander Erickson
• 金额: $ 69.42万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2044960&HistoricalAwards=false
• 关键词: CAREER; Improving; Access; STEM; Supporting

This project aims to serve the national interest by improving student learning in introductory mathematics courses. It will do so by researching how students in introductory mathematics use online resources to support their learning. A key focus area of the project is developing classroom interventions that support access in STEM by helping all students develop productive strategies for online study. Undergraduate students increasingly make use of online resources under their own direction and out of view of their instructors. This study practice is particularly notable in introductory mathematics classes where students often see online resources as critical to their success. Unfortunately, introductory mathematics classes play a gatekeeping role on the path to STEM fields for many undergraduates. Thus, ineffective use of online resources to learn introductory mathematics can decrease a student’s chances of persisting in STEM. This project will use a nationwide survey to build a knowledge base about how students are using online resources to navigate their introductory mathematics classes. Those results will be used to develop classroom interventions that help mathematics instructors and students gain a shared understanding of the most effective practices for using online resources to promote student success. This project will use an explanatory mixed methods study to develop a theoretical model of how students work with online resources to learn mathematics. That theory will form the basis for the iterative development of classroom interventions that will help bridge the current divide between student and instructor understandings of the role of these online resources. These interventions will target introductory mathematics courses that often serve as gatekeepers, particularly for first-generation students and students from communities that are underrepresented in STEM. Evaluation of the interventions' success will be based on how well they support students’ mathematical understanding and achievement in mathematics. This project will contribute to the STEM education community by using a rigorous methodological approach, which can be applied to other disciplines, to develop a theoretical model of the strategies that students employ when working with online resources to learn mathematics. In doing so, the project will contribute to educators’ and researchers’ understanding of how to support equitable STEM instruction by examining how the use of online resources in lower-division mathematics classes differs according to student background. This work will bring together multiple strands of education research including technology and education, mathematics education, and information literacy, and contribute to pedagogical practice through the collaborative development of formative interventions that will be refined through iterative design-based research in multiple classroom settings. The Faculty Early Career Development (CAREER) Program is a National Science Foundation (NSF)-wide activity that supports early-career faculty who have the potential to serve as academic role models in research and education. This CAREER project is supported by the Improving Undergraduate STEM Education: Education and Human Resources Program.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.

该项目旨在通过改善学生在数学入门课程中的学习来服务国家利益，该项目将通过研究数学入门课程的学生如何使用在线资源来支持他们的学习来实现这一目标。通过帮助所有学生制定有效的在线学习策略来支持 STEM 的学习，本科生越来越多地在自己的指导下并在教师的视线之外使用在线资源，这种学习实践在学生经常在线学习的数学入门课程中尤其引人注目。对他们来说至关重要的资源不幸的是，数学入门课程在许多本科生进入 STEM 领域的道路上发挥着把关作用，因此，未能有效利用在线资源学习入门数学会降低学生坚持 STEM 的机会。建立一个关于学生如何使用在线资源来导航数学入门课程的知识库。这些结果将用于制定课堂干预措施，帮助数学教师和学生就使用在线资源促进学生发展的最有效做法达成共识。该项目将使用解释性混合方法研究来开发学生如何使用在线资源学习数学的理论模型，该理论将构成课堂干预的迭代开发的基础，从而有助于弥合当前学生与数学之间的鸿沟。这些干预措施将针对通常充当守门人的数学入门课程，特别是对于第一代学生和来自 STEM 中代表性不足的社区的学生。对干预措施成功的评估将基于如何进行。好吧，他们支持该项目将通过使用严格的方法论（可应用于其他学科）来开发学生在使用在线资源时所采用的策略的理论模型，从而为 STEM 教育社区做出贡献。在此过程中，该项目将通过研究低年级数学课程中在线资源的使用如何根据学生背景而有所不同，从而有助于教育工作者和研究人员了解如何支持公平的 STEM 教学。包括技术和教育在内的多种教育研究，教师早期职业发展 (CAREER) 计划是美国国家科学基金会 (NSF) 的一项项目，旨在促进数学教育和信息素养的发展，并通过协作开发形成性干预措施来促进教学实践，这些干预措施将通过在多个课堂环境中基于迭代设计的研究进行完善。 ）范围内的活动，支持有潜力成为研究和教育领域学术榜样的早期职业教师。该职业项目得到改善本科 STEM 教育：教育和人力资源计划的支持。该奖项反映了 NSF 的法定奖项。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。