Precision Math: Using Interactive Gaming Technology to Build Student Proficiency in the Foundational Concepts and Problem Solving Skills of Measurement and Data Analysis

精密数学：利用互动游戏技术培养学生熟练掌握测量和数据分析的基本概念和解决问题的技能

• 批准号: 1503161
• 负责人: Benjamin Clarke
• 金额: $ 299.98万
• 依托单位: University of Oregon Eugene
• 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: 2015-07-01 至 2021-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1503161&HistoricalAwards=false
• 关键词: Precision; Math; Using; Interactive; Gaming

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.Strong knowledge of measurement and data analysis is essential to ensure competiveness of the nation as a whole and full access to educational and work opportunities for all students. Despite this importance, a considerable number of U.S. students, particularly students from poor and minority backgrounds, struggle with these two areas of mathematics. The purpose of this 4-year Research and Development project, Precision Mathematics (PM): Building Student Proficiency in the Foundational Concepts and Problem Solving Skills of Measurement and Data Analysis, is to improve student mathematics achievement by developing a mathematics intervention focused on key measurement and data analysis skills. The PM intervention will be designed for first and second grade students who are experiencing mathematics difficulties. To increase student mathematics achievement, the intervention will include: (a) a technology-based component that will provide students with individualized instruction and (b) hands-on activities that will offer opportunities for students to interact with their teacher and peers around critical measurement and data analysis concepts. Primary activities of the project will include intervention development, pilot testing, data analysis, and intervention revision. One primary benefit of PM is that it will provide struggling learners with meaningful access to critical concepts and skills identified in the Common Core State Standards Initiative. Another benefit is that will be designed to serve as a foundation for students to understand more advanced mathematical concepts introduced in the later grades. PM has the potential to address a concerning gap in U.S. education. To date, intervention research focused on measurement and data analysis is scant.Proficiency with measurement and data analysis is essential for obtaining occupations in the STEM fields. A primary aim of this project is to develop PM, a mathematics intervention designed to teach key concepts of measurement and data analysis to at-risk 1st and 2nd grade students. Comprising the intervention will be technology-based and collaborative problem-solving activities. At each grade, the intervention will provide 20 hours of instruction focused on topics identified in the Common Core State Standards. A primary aim of the project is to develop the intervention using a design science approach, including a mix of qualitative and quantitative research methods that will guide iterative testing and revision cycles. A second primary aim is to test the promise of the intervention to improve student mathematics achievement. Rigorous pilot studies (i.e., randomized controlled trials) will be conducted in 1st and 2nd grade classrooms involving over 700 at-risk students. Within classrooms, students will be randomly assigned to treatment (PM) or control conditions (business as usual). Two research questions will be addressed: (a) What is the potential promise of the intervention when delivered in authentic education settings? (b) Based on empirical evidence, are revisions to the intervention's theory of change necessary? Tests of main effects of intervention effects will be conducted using analysis of covariance models, adjusting for pretest scores. Generated findings are anticipated to contribute to the knowledge base on early STEM learning for at-risk learners.

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供理论和经验依据。强大的测量和数据分析知识对于确保整个国家的竞争力以及所有学生充分获得教育和工作机会至关重要。尽管这一重要性，相当数量的美国学生，特别是来自贫困和少数民族背景的学生，在这两个数学领域挣扎。这个为期4年的研究和开发项目的目的，精密数学（PM）：建立学生在测量和数据分析的基本概念和解决问题的技能熟练程度，是通过开发一个数学干预重点是关键的测量和数据分析技能，以提高学生的数学成绩。下午干预将专为一年级和二年级的学生谁是遇到数学困难。为了提高学生的数学成绩，干预措施将包括：（a）一个以技术为基础的组成部分，为学生提供个性化的教学和（B）动手活动，为学生提供机会，与他们的老师和同龄人围绕关键的测量和数据分析概念进行互动。该项目的主要活动将包括制定干预措施、试点测试、数据分析和干预措施修订。PM的一个主要好处是，它将为苦苦挣扎的学习者提供有意义的机会，以获得共同核心国家标准倡议中确定的关键概念和技能。另一个好处是，将被设计为学生理解更先进的数学概念在以后的年级介绍的基础。PM有可能解决美国教育中的一个令人担忧的差距。迄今为止，以测量和数据分析为重点的干预研究很少。熟练掌握测量和数据分析对于获得STEM领域的职业至关重要。该项目的主要目的是开发PM，这是一种数学干预措施，旨在向有风险的一年级和二年级学生教授测量和数据分析的关键概念。干预措施将包括以技术为基础的合作解决问题活动。在每个年级，干预措施将提供20小时的教学，重点是共同核心国家标准中确定的主题。该项目的主要目的是使用设计科学方法开发干预措施，包括定性和定量研究方法的组合，这些方法将指导迭代测试和修订周期。第二个主要目的是测试干预措施对提高学生数学成绩的承诺。严格的试点研究（即，随机对照试验）将在一年级和二年级教室进行，涉及700多名有风险的学生。在教室里，学生将被随机分配到治疗（PM）或控制条件（照常营业）。将讨论两个研究问题：（a）在真实的教育环境中进行干预的潜在承诺是什么？(b)根据经验证据，是否有必要对干预措施的变革理论进行修订？将使用协方差模型分析进行干预效应的主效应检验，并对预测分数进行调整。预计生成的结果将有助于为处于风险中的学习者提供早期STEM学习的知识基础。