Collaborative Research: The Downside of Perseverance--Investigating and Moving Students Beyond Unproductive Persistence

本项目研究计算机辅助数学学习环境（CBLE）中数学学习的持续性。本研究探讨了CBLE如何提供支持性帮助，并促进学生不仅是持久的，但富有成效的持久数学学习者所需的自我调节策略。 该项目将侧重于中学阶段，这是学校轨迹中的一个重要和脆弱点，因为在从算术到代数的过渡中，数学概念变得越来越困难和抽象。持久性在CBLE中至关重要。研究表明，改变学生的学术心态可以对他们的坚持和成就有很大的好处。持续的努力很重要，但对学习来说并不总是足够的，而且很少有人注意到毅力的缺点，即所谓的旋转轮子，即学习者在学习中没有取得进步的时间。该项目将建立仪器，理论和干预策略，以满足数学学生的需求。对于技术设计人员，该项目将提取研究结果，为CBLE制定基于研究的设计原则。对于教育工作者来说，该项目将把研究结果转化为可用于提高教师实践的教学方法。该研究旨在实现三个目标：（1）开发自动检测器，可以在真实的时间内区分车轮旋转和生产性持久性;（2）调查学生，教师和系统因素，预测车轮旋转和生产性持久性;设计和测试干预措施，以减少车轮旋转和促进生产持续性。该项目将使用数千名使用现有计算机数学程序的学生的详细日志数据。 学习分析方法现在提供了识别和研究微观层面学生行为参与模式的手段。该项目将使用互补的数据分析，相关性，有声思维和实验方法来研究生产性持久性及其未被充分研究但常见的对应物，非生产性持久性。 该研究将推进基于数据挖掘的测量的最新技术，以提供可用于增强学习的工具;扩展有关认知和自我调节过程的实证研究结果，使数学学习具有生产性持久性;并扩展经验基础，告知CBLEs或教师实践中的支持对于生产性持久性是必要的。该项目通过EHR核心研究（ECR）STEM基础研究计划提供支持，将为STEM学习和学习环境提供重要的研究成果，这是ECR计划的重要优先事项。

The project researches persistence in mathematics learning in a computer-based learning environment (CBLE). The research investigates how a CBLE can provide the supportive help and promote the self-regulatory strategies necessary for students to be not just persistent, but productively persistent math learners. The project will focus on the middle school years, an important and vulnerable point in the school trajectory, as mathematical concepts become increasingly difficult and abstract in the transition from arithmetic to algebra. Persistence is critical in CBLEs. Research shows has shown that changing student academic mindsets can have strong benefits for their persistence and achievement. Sustained effort is important but not always sufficient for learning and less attention has been paid to the downside of perseverance, called wheel-spinning, the time that struggling learners spend without making progress. The project will build instrumentation, theory, and intervention strategies to address the needs of struggling math students. For technology designers, the project will distill findings to develop research-based design principles for CBLEs. For educators, the project will translate findings into pedagogical approaches that can be used to enhance teacher practice.The research is designed to address three goals: (1) Develop automated detectors that can differentiate between wheel-spinning and productive persistence in real time; (2) Investigate student, teacher, and system factors that predict wheel-spinning and productive persistence; and (3) To design and test interventions to reduce wheel-spinning and promote productive persistence. The project will use detailed log data from thousands students who use an existing computer-based mathematics program. Learning analytic methods now provide the means to identify and study micro-level student behavioral engagement patterns. The project will use complementary data analytic, correlational, think-aloud, and experimental methods to examine productive persistence and its understudied yet common counterpart, unproductive persistence. The research will advance the state of the art in data mining-based measurement to provide instrumentation that can be used to enhance learning; extend empirical findings about the cognitive and self-regulatory processes that enable productive persistence in math learning; and extend the empirical base informing what supports in CBLEs or teacher practice are necessary for productive persistence. The project, supported through the EHR Core Research (ECR) program of fundamental research in STEM, will contribute important research findings regarding STEM learning and learning environments, which are important priorities of the ECR program.