Assessing Cognitive Diversity: Implications for Hispanic, Native American, and White Children's Mathematics Learning

本项目旨在对支持不同文化和语言的儿童学习的认知和评估条件提供新的认识。这项研究将检验一些关于数学成绩差异原因的普遍误解。该研究的理论来源于认知科学理论、建构主义理论和学习的社会文化理论，因此研究了认知过程和文化背景之间的相互作用。将设计多种形式的评估。它将显示评估格式和设计是否影响绩效的测量，反映学生语言和文化背景的不同评估方法如何影响绩效，并将进行多变量分析以检测其他绩效因素。本研究的目的之一是为4至8年级学生数学成绩的几个解释因素提供系统的检查。

This project seeks to provide new understanding of the cognitive and assessment conditions that support learning of culturally and linguistically diverse children. The study would examine some prevailing myths about the cause of differences in mathematics performance. The theory for the study is drawn from cognitive science theory, constructivism, and socio-cultural theories of learning and thus investigates the interaction among cognitive processes and the cultural context. Multiple forms of assessments would be designed. It will show whether assessment formats and design influence the measurement of performance, how different assessment methods that reflect the linguistic and cultural background of students affect performance, and it will conduct multivariate analyses to detect other performance factors. One goal of the study is to provide systematic examination of several explanatory factors of student achievement in mathematics for grades 4 to 8.