Principles for Improving Mathematics Learning in High-Poverty High Schools

该综合项目旨在整合与干预措施（高中结构和课程方法）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，以及更多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。 设计提供了一个三角测量的结果，从三个文献，预计将更好地指导从业人员有前途的做法和研究人员潜在的高回报的研究问题。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）中学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)这些文献提出了哪些改善低收入高中学生数学课程的可能性？3)一般有效的数学课程和教学之间的不相容性和紧张关系是什么？ 分析的目的是突出主题（开发一个框架，并将其应用于分析）在上述三个文献综述（干预，认知科学和课程比较），然后通过某种概念整合的评论综合围绕三个研究问题。一个由数学教育工作者、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组成的专家审查小组（ERG）将对五个阶段的过程提供持续的分析和评论（招募专家组，识别和总结三篇文献，编码数学干预数据，评估和提炼综合，传播综合）。

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).