Mapping Non-Response to Math Interventions

将无反应映射到数学干预

• 批准号: 1660840
• 负责人: Benjamin Clarke
• 金额: $ 59.34万
• 依托单位: University of Oregon Eugene
• 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: 2017-03-01 至 2018-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660840&HistoricalAwards=false
• 关键词: Mapping; Non; Response; Math; Interventions

Students who perform poorly in mathematics early in school are at risk for continuing to struggle in mathematics throughout elementary school and beyond. Recent empirical studies of targeted interventions for students at-risk in mathematics indicate overall effectiveness at positively impacting student outcomes. However, a subset of students fail to exhibit a positive response to generally efficacious intervention programs. To date limited research has investigated the behavioral, cognitive, and neural mechanisms underlying non-response to such mathematics interventions.The goal of this project is to identify patterns of performance on critical mathematics constructs, their underlying neural signatures, and achievement outcomes for on-track learners, at-risk controls, responders, and non-responders within the context of a random control trial of a research validated first grade math intervention. Functional magnetic resonance imaging will be utilized to explore patterns of imaging-based measures in concert with behavioral measures to facilitate an in depth exploration of critical early math processes and the behavioral and neural indicators thereof. Findings from the work will be utilized to generate hypotheses on critical math constructs as potential targets for supplemental intervention components to improve intervention outcomes for non-responders. Coupling neuroimaging and intervention research in an early mathematics context represents a unique contribution to the field, as it has not previously been attempted.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.

在学校早期数学表现不佳的学生有可能在整个小学及以后的数学中继续挣扎。最近的实证研究有针对性的干预措施，学生在数学风险表明，在积极影响学生的成绩的整体效果。 然而，一个子集的学生未能表现出积极的反应，一般有效的干预方案。到目前为止，有限的研究已经调查了行为，认知和神经机制的基础上无反应，这样的数学干预。本项目的目标是确定模式的表现关键数学结构，其潜在的神经签名，并取得成果的轨道学习者，在风险控制，反应，和无反应者在一项研究验证的一年级数学干预的随机对照试验的背景下。功能性磁共振成像将用于探索基于成像的测量模式与行为测量相结合，以促进对关键早期数学过程及其行为和神经指标的深入探索。研究结果将用于生成关于关键数学结构的假设，作为补充干预成分的潜在目标，以改善无应答者的干预结果。在早期数学背景下耦合神经成像和干预研究代表了对该领域的独特贡献，因为它以前没有尝试过。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。