Scaling Up the Implementation of a Pre-Kindergarten Mathematics Curricula: Teaching for Understanding with Trajectories and Technologies

扩大学前数学课程的实施：通过轨迹和技术进行理解教学

• 批准号: 0228440
• 负责人: Douglas Clements
• 金额: $ 99.97万
• 依托单位: SUNY at Buffalo
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-09-15 至 2005-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0228440&HistoricalAwards=false
• 关键词: Scaling; Up; Implementation; Pre; Kindergarten

The proposed focuses on teachers and students in Head Start and State funded pre-K programs that serve predominately low income and minority populations. The assumption is that this is a key age group in that lagging proficiency in school subjects, mathematics included, often has roots in the preschool years. The intervention is a pre-K mathematics curriculum that is based on knowledge of human development and that employs technologies fitting for multiple levels. A randomized experimental design will be used to investigate the efficacy of the curriculum for students served by Head Start and state-funded pre-K programs. The proposed study will increase knowledge of scaling up pre-K intervention across programmatic contexts for diverse low-income students in their growing knowledge of mathematical ideas. They research design will permit inferences about what contextual variables contributed to outcomes.

这项提议的重点是在学前教育和国家资助的学前教育项目中的教师和学生，这些项目主要服务于低收入和少数民族人口。假设这是一个关键年龄组，因为对学校科目（包括数学）的落后熟练程度往往源于学龄前。干预措施是学前数学课程，以人类发展知识为基础，采用适合多层次的技术。一个随机的实验设计将被用来调查课程的有效性，为学生提供先导性启动和国家资助的学前教育项目。拟议的研究将增加在不同的低收入学生的数学思想知识增长的规划背景下扩大学前教育干预的知识。他们的研究设计将允许推断上下文变量对结果的影响。