Collaborative Research: Normalizing Ethical Reasoning in Mathematics as a Foundation for Ethical STEM

合作研究：规范数学道德推理作为道德 STEM 的基础

• 批准号: 2220395
• 负责人: Catherine Buell
• 金额: $ 5.55万
• 依托单位: Fitchburg State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2220395&HistoricalAwards=false
• 关键词: Collaborative; Research; Normalizing; Ethical; Reasoning

Mathematicians, with some exceptions, have not described what it means to practice and use mathematics ethically. This has contributed to a culture permissive of data-related scandals, questionable professional practices, and decreased public trust in science. By integrating ethical reasoning (ER) into undergraduate mathematics classes, the mathematics community can begin to alter the perception that, if mathematics features abstract and theoretical constructs, then the mathematics practitioner has no ethical responsibility. Considering the ‘mathematics practitioner’ to be both the user of, and the contributor to, mathematics, this proposal seeks to establish ER as a regular component of mathematical practice. Rather than wait until practitioners have committed to a career in research, this project target instructors of, and students in, math courses (such as Calculus, Differential Equations, and Linear Algebra) that are foundational for diverse STEM fields and seek to introduce a learnable, improvable skill set (ER). The project builds on a published, developmental model of ethical reasoning and a national survey of mathematics practitioners’ perceptions of aspects of ethical practice that were derived from mathematics, statistics, and computing (the results of which we refer to as the “proto-guidelines”) Using this foundation, the project seeks to foster integrity in both the use of, and contribution to, mathematics. The project will invite interested participants to a workshop in Year 1 to develop learning outcomes featuring ER in their respective mathematics course contexts and to draft supportive teaching materials. Throughout Year 2, participants will share their work with stakeholders, including non-instructor stakeholders through focus groups with business, industry, and government about their perceptions of building ER capabilities in users of, and contributors to, mathematics. This input will be useful in formulating authentic problems that instructors can use and refine. In Year 3, participants will attend national and regional workshops where instructors of other foundational mathematics courses, and at different student levels, can adapt the tested ER instruction materials to promote implementation among a broader set of learners. Data collected will include survey data from materials implementation, qualitative data related to the development and implementation of the materials, and surveys and interviews of project stakeholders. Data will be analyzed using a Qualified Change algorithm. This project serves the national interest in the faith and trust the public puts in the results of STEM research, including both that which is part of mathematics and that which involves the use of mathematics.This project is jointly funded by the Improving Undergraduate STEM Education and Ethical and Responsible Research Programs.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.

数学家除某些例外，没有描述练习和使用数学的含义。这有助于允许与数据相关的丑闻，可疑的专业实践以及改善公众对科学的信任的文化。 By integrating ethical reasoning (ER) into undergraduate mathematics classes, the mathematics community can begin to alter the perception that, if mathematics features abstract and theoretical constructs, then the mathematics Considering the ‘mathematics practitioner’ to be both the user of, and the contributor to, mathematics, this proposal seeks to establish ER as a regular component of mathematical practice.该项目没有等到从业者致力于研究职业，而是针对数学课程的学生（例如微积分，微分方程和线性代数），这些项目是不同的STEM领域的基础，并寻求引入可学习的，可学习的技能集（ER）。该项目建立在一个发表的，发展的道德推理模型以及对数学实践者对道德实践方面的看法的全国调查，这些伦理实践的看法是从数学，统计和计算机（我们称为“原始Guidelines”的结果）中得出的，该项目使用这个基金会旨在促进完整性，以促进综合性的综合性。该项目将邀请有兴趣的参与者参加第一年的研讨会，以开发各自数学课程环境中ER的学习成果并起草支持教材。到第二年，参与者将通过与商业，行业和政府的焦点小组一起与利益相关者分享他们的工作，包括非领导者利益相关者，以了解他们对数学的用户和贡献者的培养能力的看法。该输入将有助于制定教师可以使用和完善的真实问题。在第三年级，参与者将参加国家和区域性的研讨会，其他基础数学课程的讲师以及在不同的学生级别的讲师可以调整经过测试的ER教学材料，以促进一组更广泛的学习者之间的实施。收集的数据将包括来自材料实施的调查数据，与材料的开发和实施有关的定性数据，以及项目利益相关者的调查和访谈。数据将使用合格的更改算法进行分析。该项目对信仰的国家利益并信任公众对STEM研究的结果，包括数学的一部分和涉及使用数学的一部分。该项目由改进的本科STEM教育和道德教育和负责任的研究计划共同资助，这是NSF的法定任务和诚实的Intelliquia的支持。