Collaborative Research: The Impact of Early Algebra on Students' Algebra-Readiness

合作研究：早期代数对学生代数准备的影响

• 批准号: 1219606
• 负责人: Eric Knuth
• 金额: $ 42.19万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-10-01 至 2017-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1219606&HistoricalAwards=false
• 关键词: Collaborative; Research; Impact; Early; Algebra

The Impact of Early Algebra on Students' Algebra-Readiness is a collaborative project at the University of Wisconsin and TERC, Inc. They are implementing and studying a research-based curriculum that was designed to help children in grades 3-5 prepare for learning algebra at the middle school level. Researchers are investigating the impact of a long-term, comprehensive early algebra experience on students as they proceed from third grade to sixth grade. Researchers are working to build a learning progression that describes how algebraic concepts develop and mature from early grades through high school. This study helps to build our knowledge about the piece of the progression that is just prior to entering middle school where many students begin formal instruction in algebra.Building on previous research about early algebra learning, researchers will teach a curriculum that was carefully designed to reflect what we know about learning algebraic concepts. Previous research has shown that young children from very diverse backgrounds have the ability to construct algebraic ideas such as equality, representation, generalization, and functions. Researchers are collecting data about students' algebraic knowledge as well as arithmetical knowledge.We know that the majority of students in the United States struggle with learning formal algebra. By studying the implementation of the research-based curriculum for an extended period of time, researcher's are learning about how algebraic ideas are connected and whether or not early instruction on algebraic ideas will help students learn more formal ideas in middle school.

早期代数对学生代数准备的影响是威斯康星大学和TERC公司的一个合作项目。他们正在实施和研究一个以研究为基础的课程，旨在帮助3-5年级的孩子为中学水平的代数学习做准备。研究人员正在调查从三年级到六年级的学生长期、全面的早期代数学习对他们的影响。研究人员正在努力建立一个学习过程，描述代数概念是如何从低年级到高中发展和成熟的。这项研究有助于建立我们关于进入中学之前的进展的知识，许多学生开始正式的代数教学。在先前关于早期代数学习的研究基础上，研究人员将教授一个精心设计的课程，以反映我们对代数概念学习的了解。先前的研究表明，来自不同背景的幼儿有能力构建代数概念，如等式、表示、泛化和函数。研究人员正在收集有关学生代数知识和算术知识的数据。我们知道，在美国，大多数学生在学习形式代数方面遇到了困难。通过长时间研究研究性课程的实施，研究者们正在了解代数概念是如何联系在一起的，以及代数概念的早期指导是否有助于学生在中学学习更多的正式概念。