A Study of the Struggling Learner's Knowledge and Development for Number and Operation

困难学习者数与运算知识及发展的研究

• 批准号: 0918060
• 负责人: John Lannin
• 金额: $ 45万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0918060&HistoricalAwards=false
• 关键词: Study; Struggling; Learner; Knowledge; Development

John Lannin and Delinda van Garderen, University of Missouri, are conducting a three-year exploratory study that targets 1st and 2nd grade students who struggle in the area of number and operations. The research questions are as follows: (1) What cognitive obstacles exist for 1st and 2nd grade children who struggle with number and operations? (2) What similarities and differences exist in the cogntive obstacles for these groups of children? (3) What impact do the identified cognitive obstacles have on the learning trajectory for these groups of children? Utilizing design research methodology with a longitudinal component, classrooms are set up so that six pairs of students will work in joint activity on tasks that address both routine and transfer. Deliverables include publications in journals and the development of a design-driven model that will help struggling students at the primary grades deal with number and operations. The model includes a conceptual framework and a refined learning trajectory with implications for instruction. The emerging learning trajectory could potentially inform and guide educational researchers, curriculum designers, assessment developers, and teachers as they address the needs of children with learning difficulties in mathematics at the primary school level. Multiple case studies are developed; data from classroom observations during mathematics instruction and interviews with teachers are included in the analysis. Interviews with teachers about student work and their students' thinking are also used to learn more about the interventions used in the teaching experiments. Data analysis involves constructing case studies of struggling students in order to establish learning trajectories in the area of number and operations. The product will be a set of cases that will lend insight into how struggling students might be supported as they learn about number and operations at the primary grades, thus helping link assessment and instructional practice in a grounded way, and contributing to the knowledge base regarding interventions for a range of struggling young students in the area of number and operations.

密苏里大学的约翰·兰宁和德琳达·范·加德伦正在进行一项为期三年的探索性研究，目标是那些在数字和运算方面有困难的一年级和二年级学生。研究问题如下：(1)一年级和二年级儿童在数字和运算方面存在哪些认知障碍？(2)这类儿童的认知障碍有何异同？(3)这些认知障碍对这类儿童的学习轨迹有何影响？利用带有纵向成分的设计研究方法，建立教室，以便六对学生将在联合活动中处理既涉及常规又涉及转移的任务。可交付成果包括在期刊上发表文章，以及开发一种设计驱动的模式，帮助小学年级有困难的学生处理数字和运算。该模型包括一个概念框架和一个精炼的学习轨迹，以及对教学的启示。新出现的学习轨迹可能会为教育研究人员、课程设计者、评估开发人员和教师提供信息和指导，帮助他们解决小学数学学习困难儿童的需求。多个案例研究被开发；分析中包括数学教学中的课堂观察和对教师的访谈数据。通过对教师关于学生工作和学生思维的访谈，也可以更多地了解在教学实验中使用的干预措施。数据分析涉及构建困难学生的案例研究，以建立在数字和运算领域的学习轨迹。该产品将是一组案例，将使人们深入了解在小学年级学习数字和运算时如何支持有困难的学生，从而帮助以扎实的方式将评估和教学实践联系起来，并有助于为一系列在数字和运算领域有困难的年轻学生提供干预方面的知识库。