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

儿童测量知识发展的纵向考察：从学前班到五年级的数学和科学概念与策略成长

• 批准号: 0732217
• 负责人: Jeffrey Barrett
• 金额: $ 159.45万
• 依托单位: Board of Trustees of Illinois State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-08-15 至 2012-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0732217&HistoricalAwards=false
• 关键词: Longitudinal; Examination; Children; Developing; Knowledge

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.

该项目提出了一项纵向研究，调查了从学前班到5年级的7个年级对测量的理解的发展。 具体来说，该项目将针对要求越来越高的长度、周长和面积测量任务，建立学生测量战略和概念知识发展的清晰认知账户。 研究问题是：学生如何发展连贯的知识和综合策略的测量跨发展跨度从学前班到五年级？学生的知觉和数字比较、协调和区分、演绎逻辑、排序和嵌套序列的认知能力的发展与知识和测量策略的发展有何关系？学生空间思考、代数推理、比例推理能力的发展与其测量知识及策略的关系如何？学生对测量的表征流利性的发展与他们对测量的数学和科学理解有什么关系？如何发展学生的发展知识的测量（特别是他们使用的尺子和其他工具，与准确性和精度）的发展，他们的科学建模和推理在不同的情况下？将在两个不同的地点进行两项纵向研究：纽约地点将研究儿童理解力和策略的早期发展，而伊利诺斯州地点将侧重于后来的小学水平发展。 研究者提出了临床访谈、书面访谈和课堂教学实验的设计循环。