Contextual sensitivity and early number concept development: Pathways to mathematics learning difficulties and disabilities among children with or without Turner syndrome

情境敏感性和早期数字概念发展：患有或不患有特纳综合症的儿童数学学习困难和残疾的途径

• 批准号: 1644748
• 负责人: Michele Mazzocco
• 金额: $ 143.92万
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-15 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1644748&HistoricalAwards=false
• 关键词: Contextual; sensitivity; early; number; concept

Individuals with mathematics learning disabilities are at risk for lifelong underachievement in mathematics, which can affect broader education and career related outcomes. The early development of mathematics learning disabilities is poorly understood. The learning of number words is important but often difficult for young children and could be critically important. The expression "one bin of apples" conveys an image of many more apples than the expression "two apples." Yet, "one" is smaller than "two." For young children, particularly girls with Turner Syndrome and children at a high risk for math learning disabilities, the context surrounding number words may be missed, leading to confusion in both early math and higher order mathematics. In this research, the investigators will explore the development of "contextual sensitivity" toward number words. By examining both the way in which these contexts are understood as well as the cognitive skills needed to improve this understanding, the project will help clarify the developmental trajectory of early math learning disabilities. The investigators will explore whether differences in language development can explain or predict math learning disabilities among young children, ages 4-7, who either have Turner Syndrome or are at high risk for math learning disabilities. The team will measure the construct of "contextual sensitivity" as it relates to the interpretation of number words. The team will investigate how contextual sensitivity and executive function impact number word interpretations. The investigators will assess students with Turner Syndrome as well as students from low income homes. Both of these populations share a high risk for math disabilities although they differ in their skills in the areas of executive function and vocabulary. The study will be able to provide insights on the interrelationship between different cognitive domains and math disabilities.This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.

有数学学习障碍的人面临终身数学成绩不佳的风险，这可能会影响更广泛的教育和职业相关成果。 数学学习障碍的早期发展知之甚少。学习数字单词很重要，但对幼儿来说往往很困难，可能至关重要。 表达“一箱苹果”比表达“两个苹果”传达了更多苹果的形象。然而，“一”比“二“小。“对于幼儿，特别是患有特纳综合征的女孩和数学学习障碍风险高的儿童，可能会错过数字单词的上下文，导致早期数学和高阶数学的混乱。 在本研究中，研究者将探讨对数字词的“语境敏感性”的发展。通过研究这些背景的理解方式以及提高这种理解所需的认知技能，该项目将有助于澄清早期数学学习障碍的发展轨迹。 研究人员将探讨语言发展的差异是否可以解释或预测4-7岁幼儿的数学学习障碍，这些儿童要么患有特纳综合征，要么有数学学习障碍的高风险。 研究小组将测量“语境敏感性”的结构，因为它与数字词的解释有关。该团队将调查上下文敏感性和执行功能如何影响数字词的解释。调查人员将评估患有特纳综合症的学生以及来自低收入家庭的学生。 这两个群体都有很高的数学障碍风险，尽管他们在执行功能和词汇方面的技能不同。 该研究将能够提供不同认知领域和数学障碍之间的相互关系的见解。该项目由NSF的EHR核心研究（ECR）计划支持。ECR计划强调基础STEM教育研究，产生该领域的基础知识。投资是在关键领域是必不可少的，广泛的和持久的：干学习和干学习环境，扩大参与干，干劳动力发展。该计划支持积累强有力的证据，为理解，建立理论解释，并建议干预和创新，以解决STEM兴趣，教育，学习和参与方面的持续挑战提供信息。