SLC Catalyst: Center on Mathematics and Deaf and Hard-of-Hearing Learners

SLC Catalyst：数学与聋哑学习者中心

• 批准号: 0350277
• 负责人: Ronald Kelly
• 金额: $ 17.99万
• 依托单位: Rochester Institute of Tech
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-01 至 2007-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0350277&HistoricalAwards=false
• 关键词: SLC; Catalyst; Center; Mathematics; Deaf

This catalyst project lays the foundation for a future NSF Science of Learning Center that will focus on the interrelationships among mathematics, language, and cognition in the learning process. It will examine how deaf and hard-of-hearing students (K-12 through post-secondary education) learn mathematics as compared to hearing peers. The operational definition of mathematics for this project is the target learners' abilities for conceptual understanding, procedural knowledge, and problem solving, as well as their powers to reason, make connections, and communicate mathematical knowledge. The three primary tasks of this catalyst project are:1. Proof-of-concept research. Conduct an initial series of integrative multidisciplinary studies for a new program of research on mathematics, language, and cognition. This effort includes researchers from mathematics education, cognitive psychology, linguistics, language acquisition, American Sign Language studies, psychometrics, and ethnography, as well as mathematics practitioners.2. Partnership building. Additional national and international collaborators (researchers, practitioners, parents) will be recruited for their expertise and breadth of perspective.3. Planning for educational outreach. This task will focus primarily on bridging research to practice.This project integrates multiple research traditions to extend current knowledge of the role of language and cognition in mathematics learning. By studying deaf and hard-of-hearing learners' mathematical abilities and reasoning powers, this project expects to reveal more in-depth understanding of the relationships among language, cognition, and mathematics learning. Findings should apply to other learner populations including students with learning disabilities or developmental needs, second language learners, and the general hearing student population.

这个催化剂项目为未来的NSF科学学习中心奠定了基础，该中心将专注于学习过程中数学、语言和认知之间的相互关系。它将研究聋哑和听力障碍学生（从K-12到高等教育）与听力正常的同龄人相比如何学习数学。本项目对数学的操作性定义是目标学习者对概念理解、程序知识和解决问题的能力，以及推理、联系和交流数学知识的能力。本催化剂项目的三个主要任务是：1。概念验证研究。为一个关于数学、语言和认知的新研究项目开展一系列综合多学科研究。这项工作包括来自数学教育、认知心理学、语言学、语言习得、美国手语研究、心理测量学和民族志的研究人员，以及数学实践者。伙伴关系建立。将招募更多的国内和国际合作者（研究人员、从业人员、家长），因为他们的专业知识和视野广度。教育推广计划。这项任务将主要集中在衔接研究与实践。该项目整合了多种研究传统，以扩展语言和认知在数学学习中的作用的现有知识。本项目希望通过对失聪和听障学习者的数学能力和推理能力的研究，更深入地了解语言、认知和数学学习之间的关系。研究结果应适用于其他学习者群体，包括有学习障碍或发展需要的学生、第二语言学习者和听力正常的学生群体。