Technology-Enhanced Learning of Geometry in Elementary Schools

技术增强小学几何学习

• 批准号: 9903409
• 负责人: Daniel Watt
• 金额: $ 81.58万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-10-01 至 2003-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9903409&HistoricalAwards=false
• 关键词: Technology; Enhanced; Learning; Geometry; Elementary

This project will investigate and document how, and in which circumstances, technology-enhanced curricula allow students in grades K-5 to engage in learning challenges and experimentation that support the development and application of important geometric concepts and principles. The project will focus on a related subset of important aspects of geometric thinking: units, patterns, and repetition-the ways that patterns and shapes result from the repetition of units; transformations of shapes; and symmetries as outcomes of particular kinds of compositions and transformations of units. These ideas underlie understanding of many of the topics traditionally taught in elementary geometry and form the basis for understanding of other topics in mathematics, science, and the arts. The technology-enhanced curricula that are the focus of the research include conceptually designed microworlds designed to embody specific mathematical concepts in age-appropriate ways. The research will take place in classroom contexts that integrate several elements individually associated with improved student learning: software-based activities, concrete manipulatives, activities supporting a variety of learning modalities, examples and applications from students' daily lives, and effective instruction by knowledgeable teachers. The outcomes of the research will include documentation of how these classroom environments influence learning of the targeted geometry concepts; how use of the software in particular influences student learning; how the software interacts with other learning activities; and how learning of geometry concepts develops across the K-5 age ranges in technology-enhanced classroom contexts. Student learning outcomes in the research classrooms will be compared to student outcomes in non-participating classrooms and to a national sample of student outcomes. The results of this research will inform future efforts to develop technology-enhanced learning environments and provide insights about changes in pedagogy that may be needed to support effective learning. In addition, the assessment tasks that will be developed as part of the research to measure development of students' geometric understandings will be made available for use as classroom assessment tasks. The project will be a collaboration among investigators from three institutions-Education Development Center (EDC), Inc., University of Wisconsin, and State University of New York at Buffalo-that have been pioneers in research on the development of geometric thinking and in applied research leading to elementary mathematics software and curriculum development. The three partner organizations will work together to develop and implement a coherent research design across all research sites, and will offer the same training and equivalent ongoing support for the 18 participating teachers (6 at each site). Participating schools have the appropriate technical infrastructure, and teachers will be experienced in using technology in classroom instruction. EDC will provide overall management and coordination for the research effort.

这个项目将调查和记录技术强化课程如何以及在什么情况下允许K-5年级的学生参与学习挑战和实验，以支持重要几何概念和原理的发展和应用。该项目将专注于几何思维重要方面的一个相关子集：单位、图案和重复--图案和形状由单位的重复产生的方式；形状的变换；以及作为特定类型的组成和单位变换的结果的对称性。这些想法奠定了对许多传统上在初等几何中教授的主题的理解，并形成了对数学、科学和艺术中其他主题的理解的基础。作为研究重点的技术强化课程包括概念设计的微观世界，旨在以适合年龄的方式体现特定的数学概念。这项研究将在课堂环境中进行，整合了几个单独与改善学生学习相关的元素：基于软件的活动、具体的操作、支持各种学习方式的活动、学生日常生活中的例子和应用，以及知识渊博的教师的有效指导。研究的结果将包括记录这些课堂环境如何影响目标几何概念的学习；软件的使用如何特别影响学生的学习；软件如何与其他学习活动相互作用；以及几何概念的学习如何在技术强化的课堂环境中跨K-5年龄段的发展。研究教室的学生学习结果将与非参与课堂的学生结果进行比较，并与全国学生结果样本进行比较。这项研究的结果将为今后开发技术增强的学习环境的努力提供参考，并提供关于支持有效学习可能需要的教育学变化的见解。此外，将作为测量学生几何理解发展的研究的一部分而开发的评估任务将用于课堂评估任务。该项目将由来自教育发展中心(EDC)公司、威斯康星大学和纽约州立大学布法罗分校三家机构的研究人员合作完成，这三家机构在几何思维发展的研究以及导致初级数学软件和课程开发的应用研究方面都是先驱。这三个伙伴组织将共同努力，在所有研究地点制定和实施连贯的研究设计，并将为18名参与教师(每个地点6名)提供相同的培训和同等的持续支助。参与的学校拥有适当的技术基础设施，教师将拥有在课堂教学中使用技术的经验。EDC将为研究工作提供全面的管理和协调。