Principles for Improving Mathematics Learning in High-Poverty High Schools

这一综合项目旨在将有关从小学数学向中学数学过渡的文献纳入干预措施(高中结构和课程的方法)、学习和认知科学方面的文献，以及对更多以理论为导向的数学课程的比较分析。其目的是检查对学生学习的影响。预计提供这三篇文献中发现的三角测量的设计将更好地指导实践者进行有前途的实践，并指导研究人员提出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来组织：1)中学数学课程的哪些特点最常与准备不足的学生的学习收获有关？2)这些文献表明，对于低收入高中学生来说，改善数学课程的可能性是什么？3)一般有效的数学课程和教学之间有什么不兼容和紧张关系？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(建立一个框架并将其应用于分析)，然后通过围绕这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、数学教育研究人员、学习科学家和数学高中干预个人资料组成的专家审查小组(ERG)，对五个阶段的过程(招募专家组、识别和总结三篇文献、对数学干预数据进行编码、评估和完善综合文献、传播综合文献)进行持续的分析和批评。

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).