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首页> 外文期刊>PRIMUS: problems, resources, and issues in mathematics undergraduate studies >Using Plan-Do-Study-Act Cycles and Interdisciplinary Conversations to Transform Introductory Mathematics Courses
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Using Plan-Do-Study-Act Cycles and Interdisciplinary Conversations to Transform Introductory Mathematics Courses

机译：使用计划执行法案的循环和跨学科对话来转换介绍数学课程

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摘要

We describe how faculty and staff used improvement science design Plan-Do-Study-Act (PDSA) cycles and engaged in interdisciplinary conversations in an effort to improve students’ performance in introductory mathematics courses. This initiative started with College Algebra a course with a large enrollment of students that had a high failure rate. We engaged in PDSA cycles over a period of 4 years. From 2011–2015, we used data from student assessment scores, course evaluations, lab surveys, and instructors’ observations to inform decisions to transform introductory mathematics courses. The transformative efforts positively enhanced students’ performance. Furthermore, to reflect on our PDSA cycles and the broader implications of institutionalized change to mathematics courses, we engaged in frequent interdisciplinary conversations to discuss complexities and challenges. These meetings provided an opportunity to build a common vision about the nature and delivery of the mathematics taught to better serve students The themes of the conversations were on curriculum, assessment, instruction, the complexities of the change process, cultivating a growth mindset, and the need to engage in research in general education mathematics courses. Therefore, in this article we provide insights as to how interdisciplinary conversations were used to implement evidence-based teaching practices and also pedagogical approaches that can be used to facilitate students learning.
机译：我们描述了教职员工如何使用改进科学设计计划 - 行动（PDSA）周期，并从事跨学科对话，以提高学生在介绍数学课程中的表现。这项倡议始于大学代数，一门课程，大量入学率有很高的失败率。我们在4年的时间内从事PDSA周期。从2011-2015开始，我们使用学生评估分数，课程评估，实验室调查和教师观察的数据，以便为改变介绍数学课程的决策。转型努力积极增强学生的表现。此外，要反思我们的PDSA周期和制度化变革对数学课程的更广泛的影响，我们从事频繁的跨学科对话，讨论复杂性和挑战。这些会议提供了一个有机会为教授的数学的性质和交付来建立一个共同的愿景，以更好地为学生提供课程，评估，教学，改变过程的复杂性，培养增长心态的课程需要从事一般教育数学课程的研究。因此，在本文中，我们提供关于如何使用跨学科对话来实施基于证据的教学实践以及可用于促进学生学习的教学方法的洞察力。

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