Teaching Struggling Fifth Graders Fractions Concepts, Procedures, and Problem-Solving: A Rigorous Efficacy Trial of a Fractions Intervention.

教授五年级学生分数概念、程序和问题解决：分数干预的严格有效性试验。

• 批准号: 1535214
• 负责人: Russell Gersten
• 金额: $ 149.67万
• 依托单位: RG Research Group
• 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: 2015-10-01 至 2019-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1535214&HistoricalAwards=false
• 关键词: Teaching; Struggling; Fifth; Graders; Fractions

Learning of fractions is a significant barrier for many in further study of mathematics and thus other science, technology, and engineering disciplines. Many students identified as struggling learners of mathematics are provided with interventions that focus on simplifying the complexity and breaking up the task into small discrete pieces, which is counter to the recommendations on supporting students in learning mathematics from the mathematics education community. The rigorous, large-scale study will explore potential benefits of a recently published instructional intervention, TransMath, to improve conceptual understanding and procedural proficiency with fractions for at-risk, fifth graders. The study will promote knowledge about a critical issue, learning of fractions by at-risk 5th graders through an intervention that combines explicit instruction common to special education (SPED) and problem solving and reasoning in small groups common to mathematics education (MTED). The research has the potential to make an important contribution to ways in which knowledge gained from previous studies in SPED and MTED may lead to improved instruction and student outcomes for a highly vulnerable population. Any successful initial efficacy studies about a Response to Intervention Tier 2 intervention in mathematics has the potential advance knowledge and have a long-lasting and meaningful contribution to the study of interventions and in the area of translation to practice. 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 study design will randomly assign 200 students identified in need of Tier 2 instruction to intervention and business as usual control groups. Teachers trained by the team to provide the TransMath instruction will teach students in the intervention group. The study will document the fidelity of implementation of the intervention, as well as the control condition for both Tier 1 and Tier 2 instruction. Using a regression modeling approach, the analysis accounts for partial nesting of students within small intervention groups to examine changes in student learning.

对于许多人进一步学习数学以及其他科学、技术和工程学科来说，分数的学习是一个重大障碍。许多被认为是数学学习困难的学生所接受的干预措施侧重于简化复杂性并将任务分解为小的离散部分，这与数学教育界关于支持学生学习数学的建议背道而驰。这项严格的大规模研究将探索最近发表的教学干预措施 TransMath 的潜在好处，以提高高危五年级学生对分数的概念理解和程序熟练程度。该研究将通过结合特殊教育（SPED）常见的明确指导和数学教育（MTED）常见的小组问题解决和推理的干预措施，促进有关关键问题的知识，即高危五年级学生学习分数的知识。这项研究有可能做出重要贡献，使从之前的 SPED 和 MTED 研究中获得的知识可以改善高度弱势群体的教学和学生成绩。任何关于数学领域第二级干预措施反应的成功初步功效研究都具有潜在的先进知识，并且对干预研究和转化为实践领域具有持久且有意义的贡献。 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。研究设计将随机将 200 名需要二级教学的学生分配到干预组和照常对照组。受过团队培训、提供 TransMath 教学的教师将教授干预组的学生。该研究将记录干预实施的保真度，以及一级和二级教学的控制条件。该分析使用回归建模方法，将学生部分嵌套在小型干预组中，以检查学生学习的变化。