Collaborative Research: Enhancing Middle Grades Students' Capacity to Develop and Communicate Their Mathematical Understanding of Big Ideas Using Digital Inscriptional Resources

这个项目的主要目标是帮助中学生加深和交流他们对数学的理解。该项目将为中学数学课堂开发和测试一个数字平台。这个数字平台将允许学生协作地创建他们的数学思维的表现形式，吸收其他学生的想法，并与班级分享他们的工作。数字化学习环境利用了一种以问题为中心的数学课程，这种课程是从广泛的开发、实地测试和评估中演变而来的，并在中学广泛使用。这项研究还将有助于了解数字资源的设计和创新使用以及课堂上的合作，因为越来越多的学校正在利用这些工具。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议的项目提供了理论和经验证明。该项目将支持学生使用数字铭文资源协作构建、操作和解释共享的数学表示法。研究活动将从三个重要方面显著提高我们对学生数学学习的理解。该项目将报告如何(1)通过使用数字题词资源使学生思维的证据变得可见，(2)学生题词在协作环境中被记录、讨论和操纵，以及(3)学生对大数学思想的概念发展随着时间的推移而增长。迭代设计研究过程将包括开发、测试和修改四个阶段，并将进行研究，以研究学生对数字学习空间和相关铭文资源的使用。数据来源将包括：课堂观察和人工制品，学生和教师访谈和调查，学生评估数据，以及来自数字平台的分析。这一过程将包括与教师密切合作，以了解执行情况并对资源进行修订。

The primary goal of this project is to help middle school students deepen and communicate their understanding of mathematics. The project will develop and test a digital platform for middle school mathematics classrooms. The digital platform will allow students to collaboratively create representations of their mathematics thinking, incorporate ideas from other students, and share their work with the class. The digital learning environment makes use of a problem-centered mathematics curriculum that evolved from extensive development, field-testing and evaluation, and is widely used in middle schools. The research will also contribute to understanding about the design and innovative use of digital resources and collaboration in classrooms as an increasing number of schools are drawing on these kinds of tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.The project will support students to collaboratively construct, manipulate, and interpret shared representations of mathematics using digital inscriptional resources. The research activities will significantly enhance our understanding of student learning in mathematics in three important ways. The project will report on how (1) evidence of student thinking is made visible through the use of digital inscriptional resources, (2) student inscriptions are documented, discussed, and manipulated in collaborative settings, and (3) students' conceptual growth of big mathematical ideas grows over time. An iterative design research process will incorporate four phases of development, testing and revision, and will be conducted to study student use of the digital learning space and related inscriptional resources. Data sources will include: classroom observations and artifacts, student and teacher interviews and surveys, student assessment data, and analytics from the digital platform. The process will include close collaboration with teachers to understand the implementation and create revisions to the resources.