A Longitudinal Examination of Children's Developing Knowledge of Measurement: Mathematical and Scientific Concept and Strategy Growth from Pre-K through Grade 5

该项目提出了一项纵向研究，调查了从学前班到五年级7个年级对测量的理解发展情况。具体地说，该项目将建立清晰的认知账户，说明学生在日益苛刻的长度、周长和面积测量任务中，对测量的战略和概念知识的发展。研究问题是：从学前班到五年级，学生如何发展连贯的测量知识和综合测量策略？学生如何发展与测量知识和策略发展相关的知觉和数字比较能力、协调和辨别能力、演绎逻辑能力、顺序和嵌套序列的认知能力？学生的空间思维、代数推理或比例推理能力与他们的测量知识和策略有何关系？学生对测量的表征流畅性的发展与他们对测量的数学和科学理解有何关系？学生的测量知识发展能力(特别是使用尺子和其他工具)是如何发展的？与他们在不同背景下的科学建模和推理的发展有关？将在两个不同的地点进行两项纵向研究：纽约的一个地点将致力于儿童理解和策略的早期发展，而伊利诺伊州的地点将专注于较晚的初级水平的发展。研究人员提出了临床访谈、书面访谈和课堂教学实验的设计周期。

The project proposes a longitudinal study that investigates the development of an understanding of measurement across 7 grades-from pre-K through Grade 5. Specifically, the project will establish clear cognitive accounts of the development of students' strategic and conceptual knowledge of measurement on increasingly demanding sets of length, perimeter, and area measurement tasks. The research questions are:How do students develop coherent knowledge and integrated strategies for measurement across the developmental span from pre-K though Grade 5?How are students' developing cognitive abilities for perceptual and numerical comparison, for coordinating and discriminating, for deductive logic, and for ordering and nesting sequences related to the development of knowledge and strategies for measurement?How are students' developing abilities for spatial thinking, algebraic reasoning, or proportional reasoning related to their measurement knowledge and strategies?How might students' developing representational fluency for measurement relate to their mathematical and scientific understanding of measurement?How is the development of students' developing knowledge of measurement (especially their use of rulers and other tools, with accuracy and precision) related to the development of their scientific modeling and reasoning across varying contexts?Two longitudinal studies will be conducted at two different sites: a New York site will address the early development of children's understanding and strategies, while an Illinois site will focus on later elementary level development. The researchers propose design cycles with clinical interviews, written interviews, and classroom teaching experiments.