Contextual Research-Empirical: Examining Affective and Cognitive Engagement in the Middle School Mathematics Classroom

情境研究-实证:检验中学数学课堂上的情感和认知参与

基本信息

  • 批准号:
    1008770
  • 负责人:
  • 金额:
    $ 139.46万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2010
  • 资助国家:
    美国
  • 起止时间:
    2010-09-01 至 2015-12-31
  • 项目状态:
    已结题

项目摘要

This 3-year research project will undertake two major tasks. The Task 1 will be to develop and refine a theoretical framework and self-report instrument for measuring affective engagement in the mathematics classroom. Instrumentation and measurement work will involve the establishment of the psychometric properties of the instrument, primarily its construct validity. Task 2 will examine how engagement and learning in a mathematical activity may be malleable depending upon the characteristics of the activity, qualities of the learning environment, and students' prior attitudes, beliefs, and knowledge. To that end, a quantitative empirical study will be conducted and data will be analyzed using hierarchical linear modeling (HLM). The research questions are as follows: How is student engagement in a mathematical activity differentially evoked depending upon (1) characteristics of the activity itself, (2) qualities of the learning environment, and (3) students' prior attitudes and beliefs? What are the effects on engagement of students? prior knowledge and the interactions among these factors? How does a student's engagement in a mathematical activity relate to the mathematics she or he learns? This research will yield a validated instrument that can be used by researchers and practitioners to measure key aspects of student engagement situated within the mathematics classroom. The reserach results will advance theory about the antecedents of student engagement, with an emphasis on examining ways of engaging underserved student populations. The study will generate recommendations and guidelines that math education researchers and practitioners can use to devise theoretically based strategies in curriculum and teacher professional development for increasing and sustaining student engagement and learning in mathematics. The findings will have implications for curriculum redesign and classroom pedagogy.
这个为期三年的研究项目将承担两大任务。任务1将发展和完善一个理论框架和自我报告工具,用于测量数学课堂中的情感参与。仪器和测量工作将涉及建立的心理测量仪器的属性,主要是它的结构效度。任务2将考察数学活动中的参与和学习如何根据活动的特征、学习环境的质量以及学生先前的态度、信念和知识而具有可塑性。为此,将进行定量实证研究,并使用分层线性模型(HLM)分析数据。研究问题如下:学生在数学活动中的参与是如何根据(1)活动本身的特征,(2)学习环境的质量,(3)学生的先前态度和信念而被差异化地诱发的?对学生的参与有什么影响?先验知识和这些因素之间的相互作用? 一个学生参与数学活动与他或她所学的数学有什么关系?这项研究将产生一个经过验证的工具,可用于研究人员和从业人员来衡量位于数学课堂内的学生参与的关键方面。研究结果将推进关于学生参与的前因的理论,重点是研究参与服务不足的学生群体的方式。这项研究将产生建议和指导方针,数学教育研究人员和实践者可以用来设计理论为基础的战略,在课程和教师专业发展,以增加和维持学生的参与和学习数学。研究结果将对课程设计和课堂教学产生影响。

项目成果

期刊论文数量(0)
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Nicole Shechtman其他文献

Equity in scaling up SimCalc: investigating differences in student learning and classroom implementation
扩大 SimCalc 的公平性:调查学生学习和课堂实施的差异
Investigating Links from Teacher Knowledge, to Classroom Practice, to Student Learning in the Instructional System of the Middle-School Mathematics Classroom
初中数学课堂教学体系中教师知识、课堂实践、学生学习的衔接探究
  • DOI:
    10.1080/07370008.2010.487961
  • 发表时间:
    2010
  • 期刊:
  • 影响因子:
    3.3
  • 作者:
    Nicole Shechtman;J. Roschelle;G. Haertel;J. Knudsen
  • 通讯作者:
    J. Knudsen
Generalizability of a Technology-Based Intervention to Enhance Conceptual Understanding in Mathematics
基于技术的干预措施增强数学概念理解的普遍性
  • DOI:
  • 发表时间:
    2018
  • 期刊:
  • 影响因子:
    0
  • 作者:
    J. Roschelle;Elizabeth Tipton;Nicole Shechtman;P. Vahey
  • 通讯作者:
    P. Vahey
An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics
五年级数学数字核心课程的有效性研究
  • DOI:
    10.1177/2332858419850482
  • 发表时间:
    2019
  • 期刊:
  • 影响因子:
    2.8
  • 作者:
    Nicole Shechtman;J. Roschelle;Mingyu Feng;Corinne Singleton
  • 通讯作者:
    Corinne Singleton
Using Handheld Computers to Support Improved Classroom Assessment in Science: Results from a Field Trial
使用手持计算机支持改进科学课堂评估:现场试验结果

Nicole Shechtman的其他文献

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{{ truncateString('Nicole Shechtman', 18)}}的其他基金

Identifying & Evaluating Adaptive Expertise in Teachers
识别
  • 批准号:
    0732074
  • 财政年份:
    2007
  • 资助金额:
    $ 139.46万
  • 项目类别:
    Standard Grant

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