REU计划是加州州立大学以学生为中心,以项目为基础的数学教学环境

S. A. Fomin
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引用次数: 0

摘要

从2004年开始,在过去的几年里,加州州立大学奇科分校(CSUC)主持了美国国家科学基金会(NSF)资助的本科生和教师研究经验(REUT)数学项目。该计划的目标是对数学或数学教育(RET)有浓厚兴趣的中学教师,以及已经完成了与研究项目(REU)相关课程的大三学生。该计划旨在让参与者参与具有高出版潜力的研究问题,并创造一种研究经验,拓宽参与者的视角,既将数学作为一门学科,也将研究(无论是否数学)作为一个令人兴奋的探索过程。在此期间,大批来自美国不同大学的本科生和高中数学教师参与了众多纯数学和应用数学、数学教育和统计学的研究项目。通过研究项目,参加者不但掌握了基本的数学概念,还学习了如何运用现代资讯科技和计算系统来解决各种数学问题。我们提供的研究经验,提高了必要的技能,在任何科学的职业生涯,同时增加了深度和广度的参与者的数学知识,技能和理解。深度主要来自于参与一个研究团队,研究一个潜在的可发表的研究问题,而广度是通过整合所有研究团队的活动,在职教师/本科生的互动,以及每周研究讲座等协同活动来增加的。数学活动与社会活动相辅相成,有利于创造一个富有成效和舒适的研究环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
REU program as a student-centered, project-based environment for teaching math in California State University
Starting from 2004, within the last years California State University at Chico (CSUC) hosted the National Science Foundation (NSF) funded Research Experiences for Undergraduates and Teachers (REUT) program in Mathematics. The program targets secondary teachers with a strong interest in mathematics or math education (RET) and students who have completed their junior year with coursework appropriate to the research project (REU). The program is designed to engage participants in research problems with a high potential for publication and to create a research experience that broadens participants’ perspective both of mathematics as a discipline and of research (whether mathematical or not) as an exciting exploratory process. During this period the large group of undergraduate students from different US universities and high school math teachers were involved in numerous research projects in pure and applied math, in math education and statistics. Working on the research projects the participants acquire the fundamental mathematical concepts and also studied how to apply modern IT technologies and computational systems for solving various math problems. We provide a research experience that enhances the skills necessary for careers in any of the sciences, while adding both depth and breadth to the participant’s mathematical knowledge, skill, and understanding. The depth comes primarily from participation in a research team working on a potentially publishable research problem, while breadth is added by activities that integrate all research teams, by in-service teacher/undergraduate interactions, and by synergistic activities such as weekly research talks. Mathematical activities are supplemented with social activities conducive to creating a productive and comfortable research environment.
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