CAREER: Spatial Foundations of Symbolic Numeracy Skills in Young Children

职业：幼儿符号计算技能的空间基础

• 批准号: 1452000
• 负责人: Elizabeth Gunderson
• 金额: $ 103.76万
• 依托单位: Temple University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-02-15 至 2021-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1452000&HistoricalAwards=false
• 关键词: CAREER; Spatial; Foundations; Symbolic; Numeracy

Spatial skills strongly predict STEM achievement in children and adults. This project, led by a researcher at Temple University, aims to understand the relationship between spatial and numerical skills at a more fine-grained level, among pre-k through 4th graders, with the ultimate goal of harnessing this relationship to improve math achievement. This project (1) investigates how, when, and why spatial skills influence numerical skills; (2) examines how spatial and numerical skills develop among children at risk for under-representation in STEM fields, namely girls and students from low-socioeconomic-status (SES) backgrounds; and (3) establishes causal relationships between spatial and numerical skills.To accomplish goals (1) and (2), Study 1 uses a two-year longitudinal design, with students from a range of SES backgrounds starting in pre-k, 1st-, and 3rd-grades. Researchers assesses students twice a year, measuring multiple aspects of spatial skills (e.g., mental rotation, proportional reasoning, spatial working memory), numerical skills (e.g., cardinality, arithmetic, fraction concepts), and number line knowledge, a "bridge skill' that integrates space and number. Reading achievement is assessed as a control measure. The researchers hypothesize that initial spatial skills will predict growth over time in numerical skills; that spatial skills will be most important for numerical skills when new number concepts are first introduced; and that number line knowledge will help to explain the relations between spatial and numerical skills. To accomplish goal (3), Studies 2-4 use randomized experiments to improve spatial skills and number line knowledge, testing the hypothesis that improving these skills leads to improvement in numerical skills. The project also looks at potential gender differences and individual differences in spatials skills that might predict differences in numerical skills. The project integrates the research and educational activities both through university teaching and mentoring as well as through the establishment of work circles with practicing teachers. This project identifies specific skills and training techniques that increase children's numeracy skills, which may be especially important for girls and children from low-SES families. This foundational research builds a strong basis for the development of curricular interventions aimed at improving math learning and STEM representation in at-risk children.

空间技能强烈预测儿童和成人的STEM成就。该项目由坦普尔大学（Temple University）的一名研究人员领导，旨在在Pre-K至4年级学生之间以更细粒度的水平来了解空间和数值技能之间的关系，其最终目标是利用这种关系以提高数学成就。该项目（1）研究了如何，何时以及为什么如何影响数字技能； （2）研究了在STEM领域中有代表性不足的儿童的空间和数值技能如何发展，即来自低社会经济状况（SES）背景的女孩和学生； （3）在空间和数值技能之间建立因果关系。为了实现目标（1）和（2），研究1使用了两年的纵向设计，来自Pre-K，1-1-和3年级的SES背景的学生。研究人员评估学生每年两次，测量空间技能的多个方面（例如，精神旋转，成比例的推理，空间工作记忆），数值技能（例如，基数，算术，算术，分数概念，分数概念）和数量线知识，数量线知识，“桥梁技能”，“桥梁技能”，将跨度的跨度评估。阅读成绩是一个初步的量子。技能；当新的数字概念首次引入时，该空间技能将是最重要的，而数字知识将有助于解释空间和数值技能之间的关系（3）。这可能可以预测数值技能的差异。该项目通过大学教学和指导以及与执业教师建立工作圈的研究结合了研究和教育活动。该项目确定了提高儿童算术技能的特定技能和培训技巧，这对于低SES家庭的女孩和儿童尤其重要。这项基础研究为发展旨在改善高危儿童数学学习和STEM代表的课程干预措施的发展提供了强大的基础。

项目成果

Fathers’ and mothers’ praise and spatial language during play with first graders: Patterns of interaction and relations to math achievement.

父亲和母亲在与一年级学生玩耍时的赞美和空间语言：互动模式以及与数学成绩的关系。

• DOI: 10.1037/dev0001410
• 发表时间: 2022
• 期刊: Developmental Psychology
• 影响因子: 4
• 作者: Ren, Kexin;Wang, Yiqiao;Weinraub, Marsha;Newcombe, Nora S.;Gunderson, Elizabeth A.
• 通讯作者: Gunderson, Elizabeth A.