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

这个小型企业创新研究第一阶段项目旨在确定和克服在中小学数学课堂上有效整合几何画板软件的障碍。这种以研究为基础的教育软件在中学阶段已经广为人知，因为它能够促进动态的数学可视化和探索，并提高学生的学习能力。该项目响应了教师、课程开发和研究团体以及全国数学教师委员会等标准机构对该软件的应用和适应年轻年级的明确呼吁。这项拟议的研究由创建和维护SketchPad的团队领导，将确定当前软件及其课程整合模式的某些方面，这些方面是有效使用Inrades 3-8的障碍，并调查、测试和评估一系列软件设计修改、实施和活动方案以克服这些障碍。此外，KCP Technologies还将研究与最广泛采用的国家科学基金会中学改革课程--互联数学项目--深度联系的可能性，以确定这项工作产生的修改后的青年学生画板如何最好地提高学生的学习能力，并支持当今现实世界课堂上的有效课程。该项目实现其目标(并通过第二/第三阶段实现这些目标)的更广泛的影响将是创建并最终在小学和中学广泛使用适合年龄的动态几何数学教育技术(和辅助课程)，类似于在中学水平定义SketchPad的那些技术，该软件被全国的数学教师视为对学生最有价值的软件(Becker，1999)。

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.