Math Snacks Early Algebra: Using Games and Inquiry to Help Students Transition from Number to Variable

数学零食早期代数:利用游戏和探究帮助学生从数字过渡到变量

基本信息

  • 批准号:
    1503507
  • 负责人:
  • 金额:
    $ 300万
  • 依托单位:
  • 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:
    2015-09-01 至 2021-08-31
  • 项目状态:
    已结题

项目摘要

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.Many U.S. students enter college without the necessary background in algebra to be successful in advanced mathematics and science courses, and are thereby blocked from many rewarding careers. Oftentimes, the problem goes back to early algebra in grades 4-6, where students are introduced to abstract formulations before they understand the underlying ideas and the reasons for the questions being asked. As a result of inadequate preparation many students turn away from mathematics when faced with abstract algebra. Without mathematics, students are not able to enter the STEM field which results in a weakened workforce in these fields in the United States. In this 4-year Full Research and Development project, Math Snacks Early Algebra: Using Games and Inquiry to Help Students Transition from Number to Variable, the interdisciplinary research group from New Mexico State University will build on their success in using games to increase students' understanding of proportional reasoning and fractions. They will develop games to build conceptual understanding of key early algebra topics. The materials will be freely accessible on the web in both English and Spanish. The project will develop 4-5 games. Each game will include supporting materials for use by students in inquiry-based classroom lessons, and web-based professional development tools for teachers. Most students do not understand the variety of distinct ways that variables are used in mathematics: unknowns to be solved for, related quantities, general properties of numbers, and other uses. Algebra courses often emphasize the rules of manipulation, with less time spent on the underlying ideas. Students see variables as confusing new material, rather than as shortcuts for making sense of numbers, or as powerful tools for analyzing interesting problems. This hinders students' later interest and progress in STEM courses and careers.The intellectual merit for this R & D project includes the development of a new way to learn key underlying concepts in algebra, further investigation of the affordances of games and technology in learning abstract mathematical concepts, and a better understanding of learning assessment in early algebra. The broader impact for this R & D project includes making these tools widely available to students, and the potential shift of teachers towards effective mathematical pedagogy that is engaging and inquiry-based. Development will begin with existing research on early algebraic thinking and learning, and proceed through an iterative process involving design, testing in the NMSU Learning Games Lab, testing in classrooms, and back to design. The project will then study the effect of the developed materials on student understanding and on classroom learning environments. Qualitative and quantitative measures will be used. Researchers will use a custom measure aligned with NAEP (National Assessment of Educational Progress) and other standard tests, interviews and observations with teachers and students, and embedded data collection and self-reports on frequency and extent of game usage. After two earlier pilot studies, in the final year a delayed intervention study will be conducted with 50 teachers and their students. The Math Snacks team has existing partnerships for distribution of games and materials with PBS, GlassLabs, BrainPOP, and others. Academic findings of the project will be shared through conferences and research publications.
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项目中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上,这些研究和开发工作为拟议的项目提供了理论和经验依据。许多美国学生进入大学时没有必要的代数背景,无法在高等数学和科学课程中取得成功,因此无法获得许多有价值的职业。通常情况下,这个问题可以追溯到4-6年级的早期代数,在那里,学生们在理解基本思想和提出问题的原因之前就被介绍给抽象的公式。由于准备不足,许多学生在面对抽象代数时对数学敬而远之。没有数学,学生就无法进入STEM领域,这导致美国这些领域的劳动力减弱。在这个为期4年的全面研究和开发项目中,数学零食早期代数:使用游戏和探究帮助学生从数字过渡到变量,来自新墨西哥州州立大学的跨学科研究小组将利用游戏来增加学生对比例推理和分数的理解。他们将开发游戏,以建立关键的早期代数主题的概念理解。 这些材料将以英文和西班牙文在网上免费提供。该项目将开发4-5款游戏。每个游戏都将包括学生在探究式课堂教学中使用的辅助材料,以及供教师使用的基于网络的专业发展工具。大多数学生不理解变量在数学中的各种不同的使用方式:要解决的未知数,相关量,数字的一般属性和其他用途。 代数课程通常强调操作规则,而花在基本思想上的时间较少。学生将变量视为令人困惑的新材料,而不是理解数字的捷径,也不是分析有趣问题的强大工具。 这项研究发展计划的智力价值包括发展一种学习代数关键基本概念的新方法、进一步研究游戏和科技在学习抽象数学概念方面的效用,以及更深入了解早期代数的学习评估。这一研发项目的更广泛影响包括使这些工具广泛提供给学生,以及教师向有效的数学教学法的潜在转变,这是吸引人的和基于探究的。发展将开始与现有的研究早期代数思维和学习,并通过一个迭代的过程,涉及设计,在NMSU学习游戏实验室测试,在教室测试,并回到设计。然后,该项目将研究开发的材料对学生理解和课堂学习环境的影响。将采用定性和定量措施。研究人员将使用与NAEP(国家教育进步评估)和其他标准测试,教师和学生的访谈和观察,以及嵌入式数据收集和关于游戏使用频率和程度的自我报告相一致的自定义测量。 在两次早期试点研究之后,最后一年将对50名教师及其学生进行延迟干预研究。Math Snacks团队与PBS、GlassLabs、BrainPOP等公司建立了游戏和材料分发的合作伙伴关系。该项目的学术成果将通过会议和研究出版物分享。

项目成果

期刊论文数量(1)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Measurement in learning games evolution: Review of methodologies used in determining effectiveness of Math Snacks games and animations
学习游戏进化的测量:回顾用于确定数学零食游戏和动画有效性的方法
  • DOI:
  • 发表时间:
    2016
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Trujillo, K.;Chamberlin, B.;Wiburg, K.;Armstrong, A.
  • 通讯作者:
    Armstrong, A.
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Wanda Bulger-Tamez其他文献

Wanda Bulger-Tamez的其他文献

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{{ truncateString('Wanda Bulger-Tamez', 18)}}的其他基金

Gadsden Mathematics Initiative
加兹登数学计划
  • 批准号:
    0096674
  • 财政年份:
    2001
  • 资助金额:
    $ 300万
  • 项目类别:
    Continuing Grant

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