Pre-K Early Algebra through Quantitative Reasoning (PreKEA)

伊利诺伊理工学院和爱荷华州立大学的开发人员和研究人员正在启动一种创新的方法，通过测量来培养学龄前学生的定量推理能力。这种定量方法建立在俄罗斯Elkonin-Davydov （E-D）小学数学课程中发现的前数字阶段教学的测量概念和代数设计基础上。项目团队正在调整和重新调整E-D前数字阶段的概念框架和学习任务，以供四岁儿童使用。目前正在与参与最初E-D开发的俄罗斯专家合作进行调整。该项目的主要目标是获得概念验证，并为随后的研究和开发奠定概念和经验基础。本研究通过六名学生参与的教学实验进行。每个学生每周参加两次15分钟的一对一课程。会议被录像并记录下来，以便进一步分析。数据分析由项目小组与俄罗斯顾问合作进行。研究结果和方法将为支持更复杂和复杂的数学思想提供依据，这些思想将为学前班学生和教师的课程开发提供信息。结果将公布并广泛报道。

Developers and researchers at the Illinois Institute of Technology and Iowa State University are initiating an innovative approach to pre-K students' development of quantitative reasoning through measurement. This quantitative approach builds on measurement concepts and algebraic design of the pre-numeric stage of instruction found in the Elkonin-Davydov (E-D) elementary mathematics curriculum from Russia. The project team is adapting and refocusing the conceptual framework and learning tasks of the E-D pre-numeric stage for use with four-year-olds. The adaptation is being done in collaboration with experts in Russia who were involved in the original E-D development. A primary goal of the project is to obtain a proof-of-concept and lay down a conceptual and empirical foundation for a subsequent research and development.The research progresses using teaching experiments involving six students. Each student is engaged in 15 minute one-on-one sessions twice each week. Sessions are videotaped and transcribed for further analysis. The analysis of the data is conducted by the project team in collaboration with Russian consultants.The research findings and methodology will provide grounds for supporting more complex and sophisticated mathematical ideas that will inform curriculum development for pre-K students and teachers. Results will be published and reported widely.