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.

当前的研究表明，儿童的近似数系统（ANS）认知与后来的数学成就之间的关系是在标准化测试中的关系。但是，关于父母与ANS的角色所扮演的角色知之甚少。这项研究使该领域能够更好地了解跨几代人的认知能力的传播。它还允许探索父母和子女对ANS的培训潜力，以在正式的课堂教学之前支持儿童的数学成就。该研究将通过评估父母的ANS ANS ANS ANS ANS和与父母相关的父母互动以及与孩子的关系，以及与孩子的关系之间的关系，以及与儿童的关系发展的因果影响以及社会和认知因素。 使用纵向培训研究，结合了200个亲子二元组和自然主义内观察的实验室评估，该研究将允许同时研究父母及其子女的社会和认知因素。这些二元组将被随机分配给与数字相关的培训，并且与扫盲相关的培训允许对父母的ANS和数学能力以及儿童成果的影响进行因果估计。该项目得到NSF的EHR EHR核心研究（ECR）计划的支持。 ECR计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。 投资是在重要，广泛和持久的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM以及STEM劳动力的发展。 该计划支持积累强大的证据，以告知努力，以理解，建立理论来解释并提出干预和创新，以应对STEM兴趣，教育，学习和参与方面的持续挑战。