Working with Teachers and Leveraging Technology to Scale Opportunities to Learn More Complex and Conceptually Difficult Middle School Mathematics

与教师合作并利用技术来扩大学习更复杂和概念上困难的中学数学的机会

• 批准号: 0437861
• 负责人: Jeremy Roschelle
• 金额: --
• 依托单位: SRI International
• 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: 2004-09-15 至 2010-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0437861&HistoricalAwards=false
• 关键词: Working; Teachers; Leveraging; Technology; Scale

The project takes as its theme the fact that U.S. students are less likely than their international peers to learn complex and conceptually difficult mathematics and thus lag in measures of achievement. This IERI project focuses on scaling an important innovation made possible by the increasing availability of technology in schools--the use of manipulable, graphical representations and simulations to democratize access to advanced mathematics. The project builds on a former Phase I IERI award where the project team developed the methodological approaches and an evidentiary base for scaling up this innovation, and created the partnerships needed to conduct a randomized experiment in schools. The team will now investigate the following questions relating to scale:1. Can a wide variety of teachers use innovative technology (SimCalc) to create new opportunities for students to learn complex and conceptually difficult mathematics (ratio and proportion are the topics proposed)?2. Which teaching practices positively affect students' learning with these innovative materials, and can teachers improve student learning by implementing a focused subset of these best practices?3. Do student gains persist as we reduce the presence of the research team?

该项目的主题是，美国学生不太可能比他们的国际同龄人学习复杂和概念上困难的数学，因此在成绩衡量方面落后。 IERI的这个项目侧重于推广一项重要的创新，这是由于学校中技术的日益普及而成为可能的-使用可操作的图形表示和模拟来使高等数学的普及化。 该项目建立在IERI前第一阶段奖的基础上，项目团队开发了扩大这一创新的方法和证据基础，并建立了在学校进行随机实验所需的伙伴关系。 该小组现在将调查与规模有关的以下问题：1。各种各样的教师能否使用创新技术（SimCalc）为学生学习复杂和概念上困难的数学创造新的机会（比率和比例是提出的主题）？2.哪些教学实践对学生使用这些创新材料的学习产生了积极影响，教师能否通过实施这些最佳实践的重点子集来改善学生的学习？3.当我们减少研究团队的存在时，学生的收益会持续吗？