Mathematical Record Keeping Supports Cognition and Communication (MaRKS)

该项目探索几何数学任务的要素，促进学生的记录保存（RK）策略，促进学生在解决问题过程中的认知，并有助于沟通如何获得解决方案。本研究探讨了三个问题：(1)数学任务呈现的哪些特征促进了记录的保存，从而有助于中学生的认知和交流？(2)哪些原则可用于设计任务以促进有用的记录保存？(3)在有记录支持的任务和没有记录支持的任务中，学生的表现有何不同？对英语学习者（ELL）和非ELL学生有不同的影响吗？本项目采用认知负荷理论（Cognitive Load Theory， 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标题的创建，以及使用有和没有RK支持的任务的实验，特别注意对ELL学生的影响。这项研究的发现对数学教学有直接的意义。

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.