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使用动态表征技术进行中学定量推理结合起来。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，方程的图形，值的表格和真实世界现象的模拟，以理解支持代数的线性函数和变化率等概念。该项目将侧重于英语学习者，他们将受益于多种表征，以增加他们在数学实践中的参与。英语学习者是美国学生人口中快速增长的一部分。EHR核心研究计划强调基础STEM教育研究，产生该领域的基础知识。 在重要、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。这项基于设计的研究包括两个语言多样化地区的七年级学生。该项目将调查如何与不同水平的英语语言水平的七年级学生“抽象和定量的原因”，因为他们从事动态表示技术为基础的和基于纸张的活动，解决线性函数的内容区域。在第二阶段，他们将进行一项以设计为基础的研究，利用动态表现技术开发材料的适应性。本研究通过对基于技术的活动和可比较的基于纸笔的活动的比较研究，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，该项目将分析小组的参与和讨论，因为他们的工作与任务，以了解参与数学推理。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数据。在第三阶段，该项目将比较动态表征技术活动与基于纸张的活动对具有或不具有英语语言能力的学生的影响。

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.