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Attitude Shift in High School Math and Science Teacher Practice Through Connecting Math, Science, and Engineering in a Math Science Partnership: Project Pathways

机译:通过连接数学,科学和工程在数学科学伙伴关系中的高中数学和科学教师实践中的态度转变:项目途径

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Project Pathways is a Math Science Partnership (MSP) providing professional development to high school math and science teachers in Phoenix metropolitan area school districts. The NSF funded project is using four semester-long courses and professional learning communities to enhance teacher pedagogy for improving mathematics and science learning and achievement in grades 9-12. Mathematics, science, engineering and education faculty are teaming with community college master teachers in using the understanding of mathematical function as a unifying concept applied throughout the courses. Conceptual competence in core content subjects and problem solving process behaviors in scientific inquiry, mathematical problem solving, and engineering design is promoted using team-based, inquiry learning pedagogy with contextualized content in MSP-created modules. The unifying concept of function, developed in the initial Functions and Modeling course, is integrated into science and engineering topics in the subsequent science and engineering courses. For example, the functional nature of the mathematical concept of proportionality is applied in the second course on Connecting Math with Physics and Chemistry for understanding the Universal Gas Law. Subsequently, in the course on Connecting Engineering with Science and Math, the conceptual knowledge of proportionality and the Universal Gas Law is applied as a predictive tool in the design process for the Hot Air Balloon Project. Here we report on, from qualitative analysis of teacher reflections, the research question, "What is the effect of an integrated math-science-engineering professional development project on high school math and science teachers' classroom practice using the core concept of function that is integrated into the delivery of contextualized content by team-based inquiry learning."
机译:项目途径是一项数学科学合作伙伴关系(MSP),为凤凰城大都市区学区的高中数学和科学教师提供专业发展。 NSF资助项目正在使用四个学期长期和专业学习社区,以加强教师教学教学,以改善9-12级的数学和科学学习和成就。数学,科学,工程和教育学院正在与社区学院硕士教师一起使用,以利用数学函数作为在整个课程中应用的统一概念。核心内容主题和问题解决过程行为在科学调查,数学问题解决和工程设计中的概念能力是使用基于团队的,查询学习教学在MSP创建的模块中的语境化内容的探讨教学。在初始功能和建模课程中开发的统一函数的概念,融入了后续科学和工程课程的科学和工程主题。例如,在与物理和化学连接数学的第二课程中应用了比例的数学概念的功能性质,以了解通用气体法。随后,在科学和数学的连接工程过程中,相称和通用气体定律的概念知识被用作热气球项目设计过程中的预测工具。在这里,我们从教师思考的定性分析中报告,研究问题,“综合数学 - 科学 - 工程专业发展项目在高中数学和科学教师课堂实践中使用核心概念通过基于团队的查询学习纳入上下情化内容的交付。“

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