Spatial intervention: An enduring model to build mathematics achievement

空间干预：建立数学成就的持久模型

• 批准号: DP230100328
• 负责人: Prof Thomas Lowrie
• 金额: $ 24.24万
• 依托单位: University of Canberra
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2023
• 资助国家: 澳大利亚
• 起止时间: 2023-01-01 至 2025-12-31
• 项目状态: 未结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP230100328
• 关键词: Spatial; intervention; enduring; model; build

Strong evidence links spatial skills with mathematics achievement but the reasons remain theoretical. The aim of this project is to empirically establish the mechanisms connecting spatial reasoning with mathematics performance, including longitudinal interventions to provide evidence for long-term impact. The project is significant given the heightened concern surrounding Australian students’ performance on national and international assessments. Expected outcomes are a detailed understanding of the ways enhanced spatial skills improve mathematics performance, and empirically tested intervention programs. Anticipated benefits include improved accessibility of mathematics education and sustained mathematics performance for all students.

强有力的证据将空间技能与数学成绩联系在一起，但原因仍然是理论上的。该项目的目的是经验性地建立空间推理与数学成绩之间的联系机制，包括纵向干预，以提供长期影响的证据。鉴于澳大利亚学生在国家和国际评估中的表现受到高度关注，该项目意义重大。预期结果是对增强的空间技能提高数学成绩的方式的详细了解，以及经过经验测试的干预计划。预期的好处包括改善数学教育的可及性和为所有学生提供持续的数学成绩。