Mathematical Record Keeping Supports Cognition and Communication (MaRKS)

数学记录保存支持认知和交流 (MaRKS)

• 批准号: 1348810
• 负责人: Daniel Heck
• 金额: $ 30万
• 依托单位: Horizon Research Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2016-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1348810&HistoricalAwards=false
• 关键词: Mathematical; Record; Keeping; Supports; Cognition

The project conducts an exploration of elements of geometric mathematics tasks that promote students' record keeping (RK) strategies that facilitate student cognition during problem solving and aid in communication about how solutions were obtained. The project addresses three questions: (1) What features of mathematics task presentation promote record keeping that aid middle grades students cognition and communication? (2) What principles can be derived and applied for designing tasks to promote useful record keeping? (3) How does student performance differ on tasks designed with supports for record keeping versus tasks without such supports? Are there different impacts for English Language Learners (ELL) versus non-ELL students? The project uses the framework of Cognitive Load Theory (CLT) to guide the work. A variety of methods will be used in the study, including student observations and interviews, design and testing of tasks and creation of a rubric, and an experiment that uses tasks with and without RK supports, particularly noting impacts for ELL students.The study's findings has immediate relevance for mathematics instruction.

该项目对几何数学任务的要素进行了探索，这些任务促进了学生的记录保存（RK）策略，从而促进学生在解决问题过程中的认知，并帮助就如何获得解决方案进行交流。该项目解决了三个问题：（1）数学任务演示的哪些特点促进了记录保存，从而帮助中年级学生认知和交流？ (2) 可以得出哪些原则并应用于设计任务以促进有用的记录保存？ (3) 在支持记录保存的任务中，学生的表现与没有记录保存支持的任务有何不同？对英语语言学习者 (ELL) 与非 ELL 学生的影响是否不同？该项目使用认知负荷理论（CLT）的框架来指导工作。研究中将使用多种方法，包括学生观察和访谈、任务的设计和测试以及评分细则的创建，以及使用有或没有 RK 支持的任务的实验，特别注意对 ELL 学生的影响。该研究的结果与数学教学直接相关。