GSE/RES- Improving Mathematics Competency Through Instruction on Cognitive Strategies and Computational Fluency

佐治亚大学和马萨诸塞大学阿默斯特分校正在研究一项预测，即旨在提高策略使用和计算流畅性的计算机程序将提高数学成绩。该研究还验证了一种预测，即使用该程序将减少或消除先前发现的在策略使用和计算流畅性方面的性别差异。本研究的总体目标是提高幼儿的数学能力，减少或消除导致小学早期儿童数学表现性别差异的因素。早期的研究表明，认知策略的使用、计算流畅性和数学表现之间存在相关性，并发现这些特征存在性别差异。有证据表明，早期发展的性别差异会导致后来数学测试成绩的性别差异。拟议中的研究将包括一项实验，乔治亚州和马萨诸塞州的学生将被随机分配到四种实验条件中的一种。该项目的智力价值在于它有助于我们了解影响数学成绩和影响数学成绩性别差异的两个因素。这项研究将确定侧重于这些变量的教学是否能提高数学成绩，特别是那些考试成绩较低、流利程度较低、认知策略使用较少的女孩。该项目的更广泛影响将是提供证据，证明早期干预可以改善早期出现的数学学习中的性别差异。这些教学上的变化可能会产生长期的影响。他们可能会提高学生在成年早期在更高水平的数学上的表现能力，并增加他们对科学和数学高级研究的兴趣。

The University of Georgia teaming with the University of Massachusetts Amherst is examining the prediction that a computer program designed to enhance strategy use and computational fluency will improve mathematics performance. The research also tests the prediction that working with the program will reduce or eliminate previously found gender differences in strategy use and computational fluency.The overall objective of the proposed research is to improve the mathematical competency of young children and to reduce or eliminate factors that contribute to gender differences in mathematics performance in early elementary school age children. Earlier research has shown a correlation between cognitive strategy use, computational fluency and mathematics performance and found gender differences in these characteristics. There is evidence that early developing gender differences result in later gender differences in math test performance.The proposed research will involve an experiment where students located in Georgia and Massachusetts will be randomly assigned to one of four experimental conditions. The intellectual merit of the project is its contribution to our knowledge of two factors that are believed to affect mathematics achievement and to affect gender differences in mathematics achievement. The study will determine whether instruction focused on these variables improves mathematics achievement, particularly for girls who tend to have lower test scores, lower fluency and less cognitive strategy use.The broader impact of the proposed project will be to provide evidence that early intervention can ameliorate early emerging gender differences in math learning. These changes in instruction may have long-term consequences. They might improve the ability of students to perform at higher levels of mathematics in early adulthood and increase their interest in advanced study of science and mathematics.