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.

该项目进行了几何数学任务的元素，促进学生的记录保存（RK）的策略，促进学生在解决问题的认知和帮助沟通如何获得解决方案的探索。本研究主要探讨三个问题：（1）数学作业呈现的哪些特征促进了初中生的记录保持，从而有助于初中生的认知和交流？(2)在设计任务时，可以推导出哪些原则并将其应用于促进有用的记录保存？(3)学生在设计有记录保存支持的任务与没有这种支持的任务上的表现有何不同？对英语学习者（ELL）和非ELL学生有不同的影响吗？该项目使用认知负荷理论（CLT）的框架来指导工作。本研究将采用多种方法，包括学生观察和访谈、任务的设计和测试以及规则的创建，以及一个使用有和没有RK支持的任务的实验，特别注意对ELL学生的影响。