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

本项目研究基于计算机的学习环境（CBLE）下数学学习的持续性。本研究探讨了CBLE如何为学生提供支持性帮助和促进自我调节策略，这些策略不仅是持久的，而且是富有成效的持久的数学学习者。该项目将重点关注中学阶段，这是学校发展轨迹中一个重要而脆弱的阶段，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。持久性在电缆中是至关重要的。研究表明，改变学生的学习心态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坚持不懈的缺点，即原地踏步，即努力学习却没有取得进展的时间。该项目将建立仪器、理论和干预策略，以解决数学困难学生的需求。对于技术设计师来说，该项目将提炼研究成果，以开发基于研究的电缆设计原则。对于教育工作者来说，该项目将把研究结果转化为可用于加强教师实践的教学方法。该研究旨在实现三个目标：(1)开发能够实时区分车轮旋转和生产持久性的自动检测器；(2)调查学生、教师和系统因素对车轮旋转和生产持久性的影响；(3)设计和测试干预措施，以减少车轮旋转和促进生产持久性。该项目将使用数千名学生的详细日志数据，这些学生使用现有的基于计算机的数学程序。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、关联、有声思考和实验方法来检查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。这项研究将推动基于数据挖掘的测量技术的发展，提供可用于增强学习的仪器；扩展关于认知和自我调节过程的实证研究结果，这些过程使数学学习具有生产性持久性；并扩展经验基础，告知cables或教师实践中哪些支持对于生产性持久性是必要的。该项目由STEM基础研究EHR核心研究（ECR）项目支持，将贡献关于STEM学习和学习环境的重要研究成果，这是ECR项目的重要优先事项。

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.