Tell Me About Math: A Longitudinal Training Study on the Effects of Parent-child Interactions and Parental Cognition on Children's Math Abilities

告诉我数学：亲子互动及家长认知对儿童数学能力影响的纵向训练研究

• 批准号: 1534830
• 负责人: Melissa Libertus
• 金额: $ 49.98万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1534830&HistoricalAwards=false
• 关键词: Tell; Me; About; Math; Longitudinal

Current research suggests a relationship between the development of approximate number system (ANS) cognition in children and later mathematics achievement on standardized tests. However, little is known about the role parent-child interactions play with respect to the ANS. This study allows the field to better understand the transmission of cognitive skills like the ANS across generations. It also allows for the exploration of the potential for training for both parents and children to impact ANS to support math achievement in children prior to formal classroom instruction.The study will examine the causal influence and social and cognitive factors on the development of the ANS and math abilities by assessing the relationship between parents' ANS and math abilities, number-related parent-child interactions, and children's cognitive abilities. Using a longitudinal training study combining laboratory assessments of 200 parent-child dyads, and naturalistic in-home observations, the study will allow for examining social and cognitive factors simultaneously in parents and their children. The dyads will be randomly assigned to number-related and literacy-related training allow for causal estimates of the effect of parents' ANS and math abilities and children's outcomes.This project is supported by NSF's EHR Core Research (ECR) program. The ECR 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 program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.

目前的研究表明，儿童近似数字系统（ANS）认知的发展与后来标准化考试中的数学成绩之间存在关系。然而，人们对亲子互动对 ANS 的影响知之甚少。这项研究使该领域能够更好地了解 ANS 等认知技能的代代相传。它还可以探索在正式课堂教学之前对父母和孩子进行培训以影响 ANS 的潜力，以支持儿童的数学成绩。该研究将通过评估父母的 ANS 和数学能力、与数字相关的亲子互动以及儿童的认知能力之间的关系，探讨因果影响以及社会和认知因素对 ANS 和数学能力发展的影响。 该研究采用纵向训练研究，结合对 200 名亲子二人组的实验室评估和自然主义的家庭观察，可以同时检查父母及其孩子的社会和认知因素。这对组合将被随机分配到与数字相关和与识字相关的培训，以便对父母的 ANS 和数学能力以及孩子的成绩的影响进行因果估计。该项目得到了 NSF 的 EHR 核心研究 (ECR) 计划的支持。 ECR 项目强调基础 STEM 教育研究，产生该领域的基础知识。 投资针对重要、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。 该计划支持积累强有力的证据，为理解、建立理论解释、建议干预和创新的努力提供信息，以应对 STEM 兴趣、教育、学习和参与方面持续存在的挑战。