RAPID: Retention of Early Algebraic Understanding

RAPID：保留早期代数理解

• 批准号: 1550897
• 负责人: Maria Blanton
• 金额: $ 9.79万
• 依托单位: TERC Inc
• 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 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1550897&HistoricalAwards=false
• 关键词: RAPID; Retention; Early; Algebraic; Understanding

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by prek-12 students and teachers through research and development of innovative resources, models and tools. While national and state standards provide important benchmarks for algebra learning beginning in kindergarten, they do not provide rigorously tested models by which these algebra standards might be attained in elementary grades classrooms in ways that will ensure further mathematics achievement. This work will addresses this need by closely documenting the effectiveness of models and tools, developed in our previous work, for early algebra educationThe proposed project will use a quasi-experimental design to explore students' knowledge of core algebraic concepts in middle grades (grade 6), one year after their completion of 3-year, grades 3-5 early algebra intervention. The project will also study the algebraic knowledge of a comparison group of students. The research questions are: (1) how well students who received a specific intervention retain their understanding of algebraic concepts in future years; and (2) whether and how the intervening year of regular classroom instruction in grade 6 influences the algebra understanding of both intervention and comparison students

发现研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高prek-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。虽然国家和州的标准提供了重要的基准代数学习开始在幼儿园，他们不提供严格的测试模型，这些代数标准可能会达到小学年级教室的方式，将确保进一步的数学成绩。这项工作将解决这一需要密切记录的有效性的模型和工具，在我们以前的工作中开发的，早期代数educationThe拟议的项目将使用准实验设计，以探讨学生的核心代数概念的知识，在中间年级（6年级），一年后，他们完成了3年，3-5年级的早期代数干预。该项目还将研究一组学生的代数知识。研究问题是：（1）接受特定干预的学生在未来几年中对代数概念的理解保持得如何;（2）六年级常规课堂教学的干预年是否以及如何影响干预学生和对照学生的代数理解