Principles for Improving Mathematics Learning in High-Poverty High Schools

改善高贫困高中数学学习的原则

• 批准号: 0635639
• 负责人: Barbara Means
• 金额: --
• 依托单位: SRI International
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-11-01 至 2008-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0635639&HistoricalAwards=false
• 关键词: Principles; Improving; Mathematics; Learning; Poverty

This Synthesis Project intends to integrate the literature bearing on the transition from elementary to secondary mathematics in interventions (approaches to high school structure and curriculum), the literature in learning and cognitive sciences, and comparative analyses of mathematics curricula that are more theory-driven. The intent is to examine the effects on student learning. The design of providing a triangulation of the findings from the three literatures is expected to better guide practitioners to promising practices and researchers to potentially high payoff research questions. The literature reviews and the synthesis of findings will be organized around three research questions: 1) Which features of secondary mathematics programs are most often associated with learning gains for under-prepared students? 2) What do these literatures suggest as possibilities for improving mathematics programs for low-income high school students? 3) What are the incompatibilities and tensions between generally effective mathematics curricula and instruction? The analysis is designed to highlight themes (develop a framework and apply it in an analysis) in the three literature reviews noted above (interventions, cognitive science, and curriculum comparisons) and then to synthesize the reviews through some sort of conceptual integration around the three research questions. An Expert Review Group (ERG) of mathematics educators, mathematicians and math theorists, mathematics education researchers, learning scientists, and mathematics high school intervention PIs will be formed to provide an ongoing analysis and critique of the five stage process (recruiting expert group, identifying and summarizing the three literatures, coding the mathematics intervention data, evaluating and refining the syntheses, and disseminating the syntheses).

本综合项目旨在整合与干预（高中结构和课程的方法）中从小学到中学数学过渡有关的文献，学习和认知科学方面的文献，以及更受理论驱动的数学课程的比较分析。目的是检查对学生学习的影响。对这三篇文献的研究结果进行三角测量的设计有望更好地指导实践者进行有前途的实践，并指导研究人员解决潜在的高回报研究问题。文献综述和研究结果的综合将围绕三个研究问题进行组织：1)中等数学课程的哪些特征最常与准备不足的学生的学习收益相关？2)这些文献对改善低收入高中学生数学课程的可能性提出了什么建议？3)一般有效的数学课程和教学之间的不兼容和紧张关系是什么？该分析旨在突出上述三个文献综述（干预、认知科学和课程比较）中的主题（开发框架并将其应用于分析），然后通过围绕三个研究问题的某种概念整合来综合这些综述。将成立一个由数学教育家、数学家和数学理论家、数学教育研究者、学习科学家和数学高中干预pi组成的专家评审小组（ERG），对五个阶段的过程（招募专家组、识别和总结三个文献、编码数学干预数据、评估和提炼综合成果、传播综合成果）进行持续的分析和批评。