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

拟议的重点是Head Start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族裔人口。人们的假设是，这是一个关键的年龄段，因为包括数学在内的学校科目的熟练程度落后往往源于学龄前几年。这项干预是一门基于人类发展知识并采用适合多个层次的技术的学前教育数学课程。随机实验设计将被用来调查课程对接受Head Start和国家资助的Pre-K项目的学生的有效性。这项拟议的研究将增加关于在不同的低收入家庭学生日益增长的数学思想知识的方案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哪些背景变量对结果有贡献。

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.