利用 SUMMIT-P 模式通过跨学科合作革新微积分
Renovating Calculus through Interdisciplinary Partnerships Using the SUMMIT-P Model
AI总结：
本文总结 SUMMIT-P 与 CFP 项目关于多机构跨学科合作的经验，并以 Augsburg University 微积分课程改革为例，展示如何提升课程聚焦度、内容相关性及知识迁移能力。
摘要：
这篇综述论文重点介绍了作者参与 SUMMIT-P 项目的研究发现。该项目以 Curriculum Foundations Project（CFP，课程基础项目）为启动平台，研究如何建立并维持多机构跨学科合作关系，以设计和实施大学前两年数学课程的课程变革。CFP 访谈了合作学科的教师，以了解其学生的数学需求，以及他们如何在课程中使用数学。本文总结了来自 CFP 和 SUMMIT-P 项目的研究发现，并给出了一个详细示例，说明这些发现在 Augsburg University 的微积分课程系列中如何实施，以改善课程重点、提高课程内容的相关性，并为学生提供将微积分迁移到学科情境中进行练习的机会。本文基于在 2022 年 AWM Research Symposium 的“大学数学前两年研究”分会场中发表的题为“通过跨学科合作构建的应用型主动微积分”的演讲。
英文摘要：
This review paper highlights research findings from the authors' participation in the SUMMIT-P project, which studied how to build and sustain multi-institutional interdisciplinary partnerships to design and implement curricular change in mathematics courses in the first two years of college, using the Curriculum Foundations Project (CFP) as a launchpad. The CFP interviewed partner discipline faculty to learn about the mathematical needs of their students and how they use mathematics in their courses. This paper summarizes research findings from the CFP and the SUMMIT-P project, and presents a detailed example of how these findings were implemented in the calculus sequence at Augsburg University to improve course focus, increase the relevance of course content, and provide opportunities for student to practice transference of the calculus to disciplinary contexts. This paper is based on the talk "Applied and Active Calculus Built Through Interdisciplinary Partnerships" presented at the 2022 AWM Research Symposium in the Session on "Research on the First Two Years of College Mathematics".
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
