A Longitudinal Study of the Development of Rational Number Knowledge in the Middle Grades

中年级有理数知识发展的追踪研究

• 批准号: 0337795
• 负责人: James Middleton
• 金额: $ 174.02万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-07-01 至 2008-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0337795&HistoricalAwards=false
• 关键词: Longitudinal; Study; Development; Rational; Number

This is a proposal for a 3-year longitudinal study of developmental trajectories in middle school students' learning about rational numbers. The goals of the proposed work include:1. Uncovering patterns and mechanisms of development in students' understanding of rational numbers and proportional reasoning;2. Integrating the current piecemeal body of research on rational number into a coherent developmental model by examining how understanding of rational number sub-constructs evolve concurrently and interactively;3. Developing insight into the ways in which classroom instruction, especially teacher questioning techniques and tasks, impact students' ability to think about, represent, and communicate their understanding of rational number concepts and operations as it develops over time; and4. Generating transportable models of rational number development that can be factored into teacher pre- and in-service staff development to promote quality instructional practices in the future.Broad Impact:The conduct of the work will affect the lives of 160 middle grade students of diverse backgrounds throughout the life of the project. The results of the project will influence pre-service and in-service teaching nationally. Finally, the study will reframe math education issues longitudinally and deliver high quality software products I support of student learning.Panel Summary:Intellectual Merit:This is a proposal for a 3-year longitudinal study of developmental trajectories in middle school students' learning about rational numbers. The panel believes the aims of the project to be very worthwhile, with the longitudinal focus on this age group making a unique contribution to existing research on the understanding of rational numbers. Reviewers were also enthusiastic about detailed modeling of individual students' knowledge and understanding being combined with detailed, rich, contextual examination of learning opportunities, discourse, and inscriptions in classrooms, especially in multiple classrooms over several years. The research team is strong and presents an organized plan for accomplishing the proposed research.

这是一项为期3年的关于中学生学习有理数发展轨迹的纵向研究的建议。这项拟议工作的目标包括：1.揭示学生对有理数和比例推理的理解的发展模式和机制；2.通过考察对有理数子结构的理解如何同时和交互地发展，将目前零散的有理数研究整合到一个连贯的发展模型中；3.深入了解课堂教学，特别是教师提问技巧和任务，随着时间的推移，影响学生思考、表达和交流对有理数概念和运算的理解的能力的方式；以及4.生成可移植的有理数字发展模型，可纳入教师职前和在职人员发展，以促进未来高质量的教学实践。广泛影响：该工作的开展将影响160名不同背景的中学生的整个项目生命周期。该项目的结果将影响到全国的职前和在职教学。最后，这项研究将纵向重新构建数学教育问题，并提供我支持学生学习的高质量软件产品。小组总结：智力价值：这是一项为期3年的关于中学生学习有理数发展轨迹的纵向研究的建议。专家小组认为，该项目的目标是非常值得的，对这一年龄段的纵向关注对现有的关于有理数理解的研究做出了独特的贡献。评价者也热衷于对个别学生的知识和理解进行详细的建模，并结合对课堂上的学习机会、话语和铭文的详细、丰富的语境检查，特别是在几年的时间里，在多个教室中。研究团队很强大，并提出了完成拟议研究的有组织的计划。