Experimental Mathematics – A Course-Based Research Experience in Machine Learning

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2022-12-01 DOI:10.54870/1551-3440.1580

Mathew Gluck

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引用次数: 0

Abstract

Efforts to expand the science, technology, engineering and mathematics (STEM) workforce have been topics of United States policy action for more than 50 years (Hira 2010). Unfortunately, among U.S. undergraduate curricula, STEM has one of the highest attrition rates (Tinto 1993) with less than half of students in the U.S. that enroll in an undergraduate STEM program ultimately receiving a degree in a STEM field (Hayes 2009). Naturally, the high rate of attrition is a topic of persisting concern. Many programs have been designed and implemented to model best practices in retaining students in STEM disciplines. One retention strategy is to engage STEM undergraduates in research experiences, and a number of programs have been implemented to provide such experiences. The Towson University Research Enhancement Program (TU REP) is one such program. This cohort-based program supports faculty in the development of course-based undergraduate research experiences (CUREs). In this note we describe a CURE in machine learning offered by the Towson University Department of Mathematics whose development was supported by TU REP. We categorize this course along the spectrum of traditional, inquiry, CURE and internship in each of the five dimensions characteristic of a CURE.

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实验数学——基于课程的机器学习研究经验

50多年来，努力扩大科学、技术、工程和数学(STEM)劳动力一直是美国政策行动的主题(Hira 2010)。不幸的是，在美国的本科课程中，STEM是流失率最高的课程之一(Tinto 1993)，在美国，只有不到一半的学生参加了本科STEM课程，最终获得了STEM领域的学位(Hayes 2009)。自然，高流失率是一个持续关注的话题。许多项目的设计和实施都是为了模仿留住STEM学科学生的最佳实践。一种保留策略是让STEM本科生参与研究经验，并且已经实施了许多项目来提供这种经验。陶森大学研究增强计划(TU REP)就是这样一个计划。这个基于队列的项目支持教师开发基于课程的本科研究经验(CUREs)。在这篇文章中，我们描述了由陶森大学数学系提供的机器学习中的CURE，该学系的发展得到了TU rep的支持。我们根据CURE的五个维度特征，将这门课程分为传统、探究、CURE和实习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.