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

该项目旨在提供对支持文化和语言多样性儿童学习的认知和评估条件的新理解。 这项研究将调查一些关于数学成绩差异原因的流行神话。 该研究的理论来自认知科学理论、建构主义和社会文化学习理论，从而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衡量，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提供系统的考试的几个解释因素的学生成绩在数学4至8年级。

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.