R&D: Fostering Mathematics Success in English Language Learners

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• 批准号: 0821950
• 负责人: Mark Driscoll
• 金额: $ 228.7万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-15 至 2013-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0821950&HistoricalAwards=false
• 关键词: R& Fostering; Mathematics; Success; English

Fostering Mathematics Success of English Language Learners (ELLs), a 4-year DR-K12 project, is an efficacy study of the Fostering Geometrical Thinking Toolkit (FGTT) previously developed with NSF support. FGTT is a 40-hour professional development intervention focusing on properties of geometric figures, geometric transformations, and measurement of length, area, and volume. The study addresses four research questions, three examining participating teachers and one examining the impact of teachers' professional development on ELL students. It tests the hypothesis that geometric problem solving invites diagramming, drawing, use of colloquial language, and gesturing to complement mathematical communication and affords teachers opportunities to support ELL learning. The research design uses a randomized block design, with 25 pairs of professional development facilitators matched according to their district?s demographic information.

培养英语学习者的数学成功（ELLs），一个为期4年的DR-K12项目，是一个有效性研究的培养几何思维工具包（FGTT）以前开发与NSF的支持。 FGTT是一个40小时的专业发展干预，专注于几何图形的属性，几何变换，以及长度，面积和体积的测量。本研究提出了四个研究问题，三个考察参与教师，一个考察教师专业发展对ELL学生的影响。 它测试的假设，几何问题的解决，邀请默写，绘画，口语的使用，手势，以补充数学交流，并提供教师的机会，以支持ELL学习。研究设计采用随机区组设计，25对专业发展促进者根据他们的地区匹配？的人口统计信息。