Acquisition of relational concepts: Pathway to proficient thinking in mathematics and science

关系概念的获取：数学和科学熟练思维的途径

• 批准号: 0208103
• 负责人: Vladimir Sloutsky
• 金额: $ 130.25万
• 依托单位: Ohio State University Research Foundation -DO NOT USE
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-07-15 至 2006-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0208103&HistoricalAwards=false
• 关键词: Acquisition; relational; concepts; Pathway; proficient

The proposed project is located in the second quadrant of the ROLE description with links to the third and fourth quadrants. It focuses on acquisition, representation, processing, learning and transfer of relational concepts. The study of relational concepts is important because relational concepts are ubiquitous in mathematics and science: ratio, proportion, and function, velocity, acceleration, and density, mutation, evolution and growth rate, probability and statistical interaction, and correlation and contingency are just a few examples. The study will be guided by our hypotheses about representation, processing, learning, and transfer of relational concepts across ages and knowledge domains. The proposed project aims to answer several fundamental questions. What are the basic cognitive mechanisms underlying acquisition of relational concepts, and how are relational concepts represented in the cognitive system? How do these mechanisms and representations change in the course of development? Do these mechanisms differ across knowledge domains? And how can we facilitate learning and transfer of relational concepts within and across domains of mathematics and science? To pursue these questions, we propose a three-year-long research project that will be conducted by a team of researchers collaborating through the Ohio State University Learning Research Initiative and interested in cognition, cognitive development, and the learning of biology, physics, and mathematics. The project would be a systematic empirical study of conceptual development across several knowledge domains. The team will use a wide variety of methods and tasks, ranging from simple tasks allowing participation of young children to relatively complex tasks requiring sophisticated knowledge. The project will generate new basic knowledge increasing our understanding of acquisition and processing of relations, as well as our understanding of learning and transfer of relational concepts in mathematics and science. The proposed project will be an important step towards better understanding of conceptual development and of learning of important concepts in mathematics, physics, and biology, and it will inform practice of teaching of mathematics and science.

建议的项目位于角色描述的第二象限，并与第三和第四象限相连。 它侧重于关系概念的获取，表征，加工，学习和迁移。 关系概念的研究很重要，因为关系概念在数学和科学中无处不在：比率，比例和函数，速度，加速度和密度，突变，进化和增长率，概率和统计相互作用，相关性和偶然性只是几个例子。 这项研究将指导我们的假设的代表性，加工，学习和跨年龄和知识领域的关系概念的转移。 拟议的项目旨在回答几个基本问题。 关系概念习得的基本认知机制是什么？关系概念在认知系统中是如何表征的？ 这些机制和表征在发展过程中如何变化？ 这些机制在不同的知识领域之间是否存在差异？我们如何促进数学和科学领域内和跨领域的关系概念的学习和转移？ 为了探讨这些问题，我们提出了一个为期三年的研究项目，将由一个研究小组通过俄亥俄州州立大学学习研究计划合作，并感兴趣的认知，认知发展，生物学，物理学和数学的学习。 该项目将是对若干知识领域的概念发展进行系统的实证研究。 该小组将使用各种各样的方法和任务，从允许幼儿参与的简单任务到需要复杂知识的相对复杂的任务。 该项目将产生新的基础知识，增加我们对关系的获取和处理的理解，以及我们对数学和科学中关系概念的学习和转移的理解。 拟议的项目将是朝着更好地理解概念发展和学习数学，物理和生物学中的重要概念迈出的重要一步，它将为数学和科学教学实践提供信息。