Empirical Research, STEM Teaching and Learning in Formal and Informal Settings: Strengthening Measurement Curriculum, Teaching, & Research

实证研究、正式和非正式环境中的 STEM 教学和学习：加强测量课程、教学、

• 批准号: 0909745
• 负责人: John Smith III
• 金额: $ 92.42万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-15 至 2015-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0909745&HistoricalAwards=false
• 关键词: Empirical; Research; STEM; Teaching; Learning

The project builds on the resources and results of a prior REESE project, Strengthening Tomorrow's Education in Measurement (STEM), that has produced a fine-grained analysis of the character and limitations of the spatial measurement content (length, area, and volume) in three elementary mathematics curricula. It will expand, deepen, and report STEM results for length, area, and volume but will also centrally address the task of putting that knowledge to work by improving educational practice. The project will complete the primary grades analysis of length, area, and volume and explore with the authors of the three elementary curricula ways to strengthen their existing materials. It will analyze the highly-regarded Singapore mathematics curriculum and compare and contrast findings with the U.S. results. It will also address issues relevant to the topic of measurement in the elementary science curriculum. It will develop and test effective ways of enriching preservice elementary teachers' knowledge of core measurement principles and work with practicing teachers to improve their measurement lessons using both innovative activities and existing curricular content. Finally, it will implement a three-year measurement mini-Center that will bring together major U.S. research and development scholars and projects for sustained interaction, innovation, and collaboration.The three-year project is concerned with finding ways to strengthen instruction and learning of measurement in the elementary school mathematics curriculum. State and international assessments show U.S. children to be consistently underperforming in this content area. Difficulties are traced to significant weaknesses in conceptual and procedural understanding, including word problem solving. The project will compare the measurement approach used in the Singapore elementary curriculum with current U.S. elementary textbooks. Also, researchers and practitioners who work in the area of measurement in both science and mathematics contexts will participate in a yearly mini-Center with the goal of sharing findings and best practices relevant to the teaching and learning of measurement. Another interesting aspect of the study is the incorporation of findings in measurement courses for preservice elementary teachers, including relevant measurement experiences for practicing teachers. In the long term, the project is expected to provide a curriculum model that can potentially be replicated across the country.

该项目建立在先前REESE项目“加强明天的测量教育（STEM）”的资源和结果的基础上，该项目对三门小学数学课程中空间测量内容（长度、面积和体积）的特征和局限性进行了细致的分析。它将在长度、面积和数量上扩大、深化和报告STEM成果，但也将集中解决通过改进教育实践将这些知识应用于工作的任务。该项目将完成小学年级的长度、面积和数量分析，并与三个小学课程的作者一起探索加强现有材料的方法。它将分析备受推崇的新加坡数学课程，并与美国的结果进行比较和对比。它还将讨论与小学科学课程中的测量主题有关的问题。它将开发和测试有效的方法来丰富职前小学教师对核心测量原理的知识，并与实践教师合作，利用创新活动和现有课程内容来改进他们的测量课程。最后，它将实施一个为期三年的测量迷你中心，该中心将汇集美国主要的研究和发展学者和项目，以进行持续的互动、创新和合作。本课题为期三年，旨在探讨如何在小学数学课程中加强测量的教与学。州和国际评估显示，美国儿童在这方面的表现一直不佳。困难可以追溯到在概念和程序理解方面的重大弱点，包括解决文字问题。该项目将比较新加坡小学课程中使用的测量方法与现行的美国小学教科书。此外，在科学和数学测量领域工作的研究人员和实践者将参加每年一次的小型中心，目的是分享与测量教学相关的发现和最佳实践。本研究另一个有趣的方面是将研究结果纳入职前小学教师的测量课程，包括实习教师的相关测量经验。从长远来看，该项目有望提供一种可能在全国范围内复制的课程模式。