SBIR Phase I: Sketchpad for Young Learners of Mathematics: Dynamic Visualization Software in Grades 3-8

这个小企业创新研究第一阶段项目的目的是确定和克服障碍，有效地整合几何画板软件在小学和中学数学课。这款基于研究的教育软件因其促进动态数学可视化和探索以及增强学生学习的能力而在中学阶段广为人知。该项目响应明确呼吁软件的应用和适应年轻的年级来自教师，课程开发和研究社区，并从标准机构，如全国理事会的数学教师。由创建和维护Sketchpad的团队领导的拟议研究将确定本软件及其课程整合模型的各个方面，这些方面是有效使用软件3-8的障碍，并调查，测试和评估一系列软件设计修改，实施和活动场景，以克服这些障碍。KCP技术公司还将研究与最广泛采用的国家科学基金会中学改革课程，连接数学项目，深度连接的潜力，以确定从这项工作中出现的修改后的幼儿学习者画板如何最好地提高学生的学习和支持当今现实世界教室中的有效课程。 本项目实现其目标的更广泛影响（并在第二/三阶段继续进行）将是在小学和中学创造并最终广泛提供适合年龄的动态几何数学教育技术（和配套课程）类似于在中学阶段定义Sketchpad的课程，该软件被认为是对学生最有价值的软件（贝克尔，1999年）由全国各地的数学教师。

This Small Business Innovative Research Phase I project aims to identify and overcome barriers to the effective integration of The Geometer's Sketchpad software in elementary and middle school math classes. This research-based educational software is already well known at the secondary level for its ability to foster dynamic mathematics visualization and exploration and to enhance student learning. This project responds toclear calls for the software's application and adaptation to younger grades coming from teachers, curriculum development and research communities, and from standards bodies such as the National Council of Teachers of Mathematics. The proposed research, led by the team that created and maintains Sketchpad, will identify aspects of the present software and its model of curriculum integration that act as obstacles to effective use ingrades 3-8, and investigate, test, and evaluate a series of software design modifications, implementations, and activity scenarios to overcome these obstacles. KCP Technologies will additionally research the potential for deep connection to the most widely-adopted National Science Foundation middle school reform curriculum, the Connected Mathematics Project, to determine how the modified Sketchpad for Young Learners that emerges from this work can best enhance student learning and support effective curricula in today's real-world classrooms. The broader impact of this project reaching its objectives (and pursuing them throughPhase II/III) will be the creation and eventual wide availability, in primary and middlegrades, of age-appropriate Dynamic Geometry mathematics education technologies (andsupporting curriculum) similar to those which define Sketchpad at the secondary level,where the software is considered the most valuable software for students (Becker,1999) by mathematics teachers across the country.