Collaborative Research: Investigating How English Language Learners Use Dynamic Representational Technology to Participate in Middle School Mathematical Practices

该项目的目标是将关于英语学习者的研究与动态表征技术在中学定量推理中的应用结合起来。动态表示技术允许学习者同时处理一个问题的多个表示。这些表示包括，例如，一个方程的图形，一个数值表和一个真实世界现象的模拟，以理解线性函数和支持代数的变化率等概念。该项目将重点关注英语学习者，他们将受益于多种表述，以增加他们对数学实践的参与。英语学习者是美国学生群体中快速增长的一部分。EHR核心研究项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。以设计为基础的研究性研究包括两个语言不同地区的七年级学生。该项目将调查具有不同英语水平的七年级学生如何“抽象和定量地推理”，因为他们参与了基于动态表示技术和基于纸张的活动，以解决线性函数的内容领域。在第二阶段，他们将进行基于设计的研究，利用动态表示技术开发材料的适应性。该项目使用基于技术的活动和类似的纸质活动的比较研究来分析英语学习者在数学实践中的参与情况。研究计划包括三个阶段。在第一阶段，该项目将分析小组在完成任务时的参与和讨论情况，以理解参与数学推理。在第二阶段，基于设计的研究将用于开发和完善动态表示技术软件和活动，使用来自不同英语水平学生的活动会话的数据。在第三阶段，该项目将比较动态表示技术活动与基于纸张的活动对英语熟练与否的学生的影响。

The goal of the project is to bring together research about English-language learners with the use of dynamic representational technology for middle school quantitative reasoning. Dynamic representation technology allows learners to work with multiple representations of a problem simultaneously. These representations include, for example, graphs of an equation, a table of values and a simulation of the real-world phenomenon to understand concepts such as linear functions and rates of change that support algebra. This project will focus on English-language learners who will benefit from multiple representations in order to increase their participation in mathematics practices. English-language learners are a quickly growing segment of the student population in the United States. The EHR Core Research program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.The design-based research study includes seventh grade students in two linguistically diverse regions. The project will investigate how 7th-grade students with different levels of English-language proficiency "reason abstractly and quantitatively," as they engage with dynamic representation technology-based and paper-based activities that address the content area of linear functions. In phase II, they will conduct a design-based research study to develop adaptations of materials using the dynamic representation technology. The project uses a comparison study of the technology-based activities and comparable paper-based activities to analyze participation of English-language learners in mathematics practices. The research plan includes three phases. In phase one, the project will analyze the participation and discussion of small groups as they work with the tasks to understand participation mathematical reasoning. In phase two, design-based research will be used to develop and refine the dynamic representation technology software and activities using data from activity sessions with students of varying English proficiency. In phase three, the project will compare the effect of the dynamic representation technology activities compared with paper-based activities on students with or without English-language proficiency.