SBIR Phase I: Telling Mathematical Stories: A Combination of Research and Technology

SBIR 第一阶段：讲数学故事：研究与技术的结合

• 批准号: 9560768
• 负责人: Marjorie Cappo
• 金额: $ 7.49万
• 依托单位: Learning in Motion, Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-04-01 至 1996-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9560768&HistoricalAwards=false
• 关键词: SBIR; Phase; Telling; Mathematical; Stories

9560768 Cappo This Small Business Innovation Research Phase I project focuses on the ability to conjoin current research with the latest technology into a multimedia environment that allows early learners to gain the conceptual understanding of number sense that will prepare them for more formal mathematics. Current research has defined four foci which are at the center of this project: realistic problems, models, own productions, and acoustics. Realistic problems are those mathematical situations that actually occur in a child's daily experience and so hold meaning for him or her. Models are any number of representations that allow children to apply their own understanding of mathematics. These may include their own invented and informal strategies, use of the number line or blank number line, or other models such as the bead string, arithmetic rack, etc. Own productions refers to children's constructions of mathematical situations or descriptions of them in their own terms. Acoustics refers to studies of how children learn through sound, rhythm, and movement and how this affects their understanding of numbers as structural representations. According to current research on early learning, all of these have an affect on the way in which children develop their understanding of mathematics. In addition, it is known that this understanding progresses gradually through varying levels of abstraction, such as the following: mathematizing concrete problems through the use of invented or normal strategies, to the use of models, and then to formal or abstract mathematics. This project intends to study the feasibility of creating an active and realistic learning environment in which students are able to build upon the levels of understanding. New advancements in technology, including the use of video (which students can manipulate and 'edit' to portray mathematics), graphics (to use as constructed models or representations of mathematical situations), sound (for vocal descriptions or as r einforcement of acoustic implications in learning), and text tools can all amplify the learning potential of primary grade students as defined through the research. A major objective is to exploit these technologies to their fullest advantage while maintaining an interface that is friendly to the primary student. A K-2 Math program which incorporates highly visual and realistic video and sound with intriguing mathematics problems is needed in the school market. A program that goes beyond drill and practice and integrates new research on learning, especially those aspects identified above, could make a great impact on mathematics instruction and the development of number sense in the primary years. Also, the proposed product could conceivably cross over to the Home Market.

9560768 Cappo这个小型企业创新研究第一阶段项目专注于将当前研究与最新技术结合到多媒体环境中的能力，使初学者能够获得对数字意识的概念性理解，这将为他们准备更正式的数学。目前的研究已经确定了四个焦点，它们是这个项目的中心：现实问题、模型、自己的产品和声学。现实问题是那些在孩子的日常生活中实际发生的数学情况，因此对他或她来说具有意义。模型是允许孩子们应用他们自己对数学的理解的任意数量的表示。这些可能包括他们自己发明的和非正式的策略，使用数字行或空白数字行，或其他模型，如珠子串，算术架等。自己的作品指的是儿童对数学情境的构建或用他们自己的术语描述。声学是指研究儿童如何通过声音、节奏和动作学习，以及这如何影响他们对数字作为结构表征的理解。根据目前关于早期学习的研究，所有这些都会影响孩子们对数学的理解。此外，众所周知，这种理解是通过不同程度的抽象来逐步发展的，例如：通过使用发明的或正常的策略将具体问题数学化，再到使用模型，然后再到形式或抽象的数学。这个项目旨在研究创造一个积极和现实的学习环境的可行性，在这个环境中，学生能够建立在理解水平的基础上。技术上的新进步，包括使用视频(学生可以操纵和编辑来描绘数学)、图形(用作构建的模型或数学情景的表示)、声音(用于声音描述或在学习中强化声学暗示)和文本工具，都可以放大研究定义的小学生的学习潜力。主要目标是最大限度地利用这些技术，同时保持对小学生友好的界面。学校市场上需要一个K-2数学课程，它将高度视觉和逼真的视频和声音与有趣的数学问题结合在一起。一个超越训练和实践的项目，整合了关于学习的新研究，特别是上述方面的研究，可能会对小学数学教学和数字意识的发展产生重大影响。此外，可以想象，拟议中的产品可能会进入国内市场。