Integrating Computational Thinking into Mathematics Instruction in Rural and Urban Preschools

将计算思维融入城乡幼儿园数学教学

• 批准号: 1640135
• 负责人: Marisa Wolsky
• 金额: $ 124.88万
• 依托单位: WGBH Educational Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-01-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1640135&HistoricalAwards=false
• 关键词: Integrating; Computational; Thinking; into; Mathematics

The STEM+Computing Partnership (STEM+C) program seeks to advance multidisciplinary integration of computing in STEM teaching and learning through applied research and development across one or more domains. This project will conduct exploratory research to better understand how preschool learning and instructional environments can be designed to support the integration of computational thinking (CT) with mathematics for children ages 4-5. Although recent research suggests that young children can master computational thinking concepts such as sequencing, repeat loops, and setting parameters, there is limited research about how this understanding could intersect with other STEM disciplines such as science, engineering, and mathematics. This project will investigate children's CT learning and teachers' understanding of CT as they engage with playful prototypes of hands-on activities and digital tablet apps that align with preschool math instruction. The development of preschool CT learning models and CT learning tasks will be used to assess children's CT thinking and will contribute to an understanding around how CT skills may develop in young children.Working in close collaboration with 16 preschool educators and 100-120 diverse rural and urban children in four public preschools in eastern Kentucky, Boston, and New York, learning researchers and media designers will explore how young children make sense of computational thinking (CT) practices in the context of mathematics instruction. This two-year research and development process will be modeled on Clements's (2007) Curriculum Research Framework and will: 1) explore foundational research in early childhood math and CT, consult with expert advisors, and conduct stakeholder interviews with teachers working in under-served urban and rural preschool settings to understand the learning opportunities that could arise when CT is infused into existing preschool mathematical practice; 2) draft preschool CT learning models that will inform development of CT activity prototypes and a playful set of CT learning tasks to explore preschoolers' CT learning; 3) conduct a formative research process to explore children's CT learning and teachers' CT understanding as they engage with prototype hands-on activities and digital tablet apps aligned with concepts taught in the NSF-funded Building Blocks preschool math curriculum, and; 4) evaluate preschool children's learning using the Research-Based Early Math Assessment to understand how their performance on the CT learning tasks corresponds to their learning of mathematics. In future, these preschool resources could be further developed and contribute to the need for high-quality, research-based approaches to preschool instruction and learning.

STEM+Computing Partnership（STEM+C）计划旨在通过跨一个或多个领域的应用研究和开发，推动STEM教学和学习中的多学科计算整合。该项目将进行探索性研究，以更好地了解如何设计学前学习和教学环境，以支持4-5岁儿童的计算思维（CT）与数学的整合。尽管最近的研究表明，幼儿可以掌握计算思维概念，如排序，重复循环和设置参数，但关于这种理解如何与其他STEM学科（如科学，工程和数学）交叉的研究有限。该项目将调查儿童的CT学习和教师对CT的理解，因为他们参与了与学前数学教学相一致的动手活动和数字平板电脑应用程序的有趣原型。学前CT学习模型和CT学习任务的开发将用于评估儿童的CT思维，并将有助于了解幼儿的CT技能如何发展。与16名学前教育工作者和100-120名不同的农村和城市儿童密切合作，在四所公立幼儿园中工作位于肯塔基州东部、波士顿和纽约，学习研究人员和媒体设计师将探索幼儿如何在数学教学的背景下理解计算思维（CT）的实践。这个为期两年的研究和开发过程将以Clements（2007）的课程研究框架为模型，并将：1）探索幼儿数学和CT的基础研究，咨询专家顾问，并与在服务不足的城市和农村学前教育环境中工作的教师进行利益相关者访谈，以了解当CT融入现有学前数学实践时可能出现的学习机会;（2）设计学前儿童CT学习模型，指导儿童CT活动原型的发展，并设计一套有趣的CT学习任务，以探索学前儿童的CT学习; 3）进行形成性研究过程，以探索儿童的CT学习和教师的CT理解，因为他们参与原型动手活动和数字平板电脑应用程序，与NSF资助的积木学前数学课程中教授的概念保持一致;（4）采用研究性早期数学评价对学前儿童的数学学习进行评价，以了解他们在CT学习任务中的表现与数学学习的对应关系。在未来，这些学前教育资源可以进一步开发，并有助于需要高质量的，以研究为基础的方法，学前教育和学习。