基于课程的本科数学研究经验建议

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2022-12-01 DOI:10.54870/1551-3440.1571

Rommel J. Miranda

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引用次数: 0

摘要

：基于课程的本科生研究经验（CURE）对课程讲师、STEM本科生和代表性不足的学生都有好处。CURE由五个基本组成部分组成，包括科学实践的使用、发现、广泛相关或重要的工作、合作和迭代（Auchincloss等人，2014）。在过去的十年里，STEM学科内部和跨学科开发了广泛的CURE。然而，帮助教师发展数学CURE的资源有限。本文的目的是概述现有的关于基于课程的本科生研究经验（CURE）的文献，特别是在数学方面，为改革数学课程以通过CURE纳入研究经验提供未来的方向，并为发展数学中的CURE提供建议。

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Recommendations for course-based undergraduate research experiences in mathematics

: Course-based undergraduate research experiences (CUREs) have benefits for course instructors, undergraduate STEM students, and underrepresented students. CUREs consist of five essential components which include the use of science practices, discovery, broadly relevant or important work, collaboration, and iteration (Auchincloss et al., 2014). Over the past decade, a broad range of CUREs have been developed within and across STEM disciplines. However, resources to assist instructors to develop CUREs in mathematics are limited. The purpose of this paper is to provide an overview of the extant literature on course-based undergraduate research experiences (CUREs), especially in mathematics, to provide future directions for reforming mathematics courses to incorporate research experiences through CUREs, and to provide recommendations for developing CUREs in mathematics.

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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.