BERG > Understanding and Overcoming Barriers

Development Tasks

1. Identification of Epistemic Games

• Notes and ideas

2. Development of pre-post survey

• Mathematical Epistemic Games survey (MEGS)
• Mathematics Attitude and Expectations survey (MAX)

3. Collection and development of tasks for Case Study Interviews

4. Collection and development of tasks for HW and tests

• Homework
• Quizzes 
• Exams 

5. Collection and development of tasks for in-class activities

• Clicker questions
• Whiteboard work

6. Creation of a coherent math skills thread

• Mathematical reasoning thread (public access)
• Mathematical reasoning thread (working -- internal) 

Data Collection

• Consent forms (first week of each semester)
• Demographic data 
• Deliver MEG pre-survey
• Deliver attitude survey 
• Identify students for Case Studies 
• Set up schedule for interviews and focus groups
• Carry out case Study Interviews 
• Videotape lectures 
• Attend lectures with math-specific activities and record field notes  

Analysis

Timeline

The time line for the project showing the activities to be carried out and when is given in the table below.

• Planning (yellow),
• data collection (blue/green),
• new material construction and delivery (gray),
• and analysis, synthesis, and paper writing (pink/red)

will be carried out during the Summer (Su), Fall (F), Winter (W), and Spring (Sp) terms as indicated with letters in the boxes defined as follows:

• G = graduate students,
• P = PI (Redish),
• T = team (G + P),
• T+P = the team will present their results for discussion with the full UMd-PERG.

Planning and evaluation will take place by the group in collaboration with the advisory board (T+AB). We expect that some of the members of the UMd-PERG will collaborate on some of the papers.

Advisory Board Meetings

• July 2015
• January 2017
• July 2017