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，儿童近似数制（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，很少有人知道的作用，亲子互动发挥相对于ANS。这项研究使该领域能够更好地了解像ANS这样的认知技能在几代人之间的传播。本研究将通过评估父母的ANS与数学能力之间的关系、与数字相关的亲子互动、父母与孩子之间的关系、父母与孩子之间和儿童的认知能力。 使用纵向培训研究相结合的实验室评估的200个亲子二人组，和自然在家里的观察，该研究将允许检查社会和认知因素，同时在父母和他们的孩子。这些二人组将被随机分配到与数字相关和与识字相关的训练中，以评估父母的ANS和数学能力与儿童结果的因果关系。 ECR计划强调基础STEM教育研究，产生该领域的基础知识。 投资是在关键领域是必不可少的，广泛的和持久的：干学习和干学习环境，扩大参与干，干劳动力发展。 该计划支持积累强有力的证据，为理解，建立理论解释，并建议干预和创新，以解决STEM兴趣，教育，学习和参与方面的持续挑战提供信息。