Latino Children's Constructions of Arithmetical Understandings in Urban Classrooms That Support Thinking

拉丁裔儿童在城市课堂中构建支持思维的算术理解

• 批准号: 9353573
• 负责人: Karen Fuson
• 金额: $ 99.72万
• 依托单位: Northwestern University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1994
• 资助国家: 美国
• 起止时间: 1994-02-15 至 1998-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9353573&HistoricalAwards=false
• 关键词: Latino; Children; Constructions; Arithmetical; Understandings

9353573 Fuson The research will focus on cultural and social contexts of urban Latino children's mathematics learning. It will trace multiple paths of children's construction of addition, subtraction, place value, and problem solving understanding within primary school classrooms that contain social, material, linguistic, and cultural supports for such construction. Teaching studies will be carried out in cooperation with teachers of English-speaking and Spanish- speaking classrooms to discover culturally relevant conceptual and social supports that facilitate children's mathematical thinking in the specified areas. The project will also focus on ways to invole low-literacy parents of poor urban Latino children in supporting their children's mathematical thinking at home and in school. The results will involve developing theories in four areas: tenstructured methods of single-digit addition and subtraction like those used so effectively by Asian children, multidigit and place- value thinking, word problem solving, and classroom conceptual supports for children's mathematical thinking. The resulting improved theories, as well as the descriptions and analyses of individual children's learning, will provide a basis for large- scale teacher development and school change activities in urban schools. The results will also contribute to our understanding of all children's thinking in these mathematical areas. ***

小行星9353573 研究将集中在城市拉丁裔儿童的数学学习的文化和社会背景。 它将追踪儿童的加法，减法，地方价值和解决问题的理解在小学课堂，包含社会，物质，语言和文化的支持，这样的建设建设的多个路径。 将与英语和西班牙语教室的教师合作进行教学研究，以发现与文化相关的概念和社会支持，促进儿童在特定领域的数学思维。 该项目还将重点关注如何让城市贫困拉丁裔儿童的低识字率父母参与支持其子女在家中和学校的数学思维。 结果将涉及发展理论在四个领域：tenstructured方法的个位数加法和减法一样，有效地使用由亚洲儿童，多位数和地方价值的思维，解决文字问题，和课堂概念支持儿童的数学思维。 由此产生的改进理论，以及对个别儿童学习的描述和分析，将为城市学校大规模的教师发展和学校变革活动提供依据。 研究结果也将有助于我们了解所有儿童在这些数学领域的思维。 ***