Instructional Practices that Enhance Learning for Students Struggling with Rational Numbers: A Meta-Analysis

该提案是针对电子病历核心研究(ECR)计划公告NSF 15-509而提交的。ECR STEM教育基础研究计划为关键的研究领域提供资金，这些领域是基本的、广泛的和持久的。EHR寻求的建议将有助于综合、建立和/或扩大以下重点领域的研究基础：STEM学习、STEM学习环境、STEM劳动力发展和扩大STEM的参与。ECR项目的特点是强调积累可靠的证据，为以下工作提供信息：(A)理解，(B)建立解释理论，(C)建议干预措施(和创新)，以解决STEM兴趣、教育、学习和参与方面的持续挑战。拟议的研究综合的目的是为患有分数、比率和比例问题的学生进行严格干预研究的统计总结(荟萃分析)。这项元分析将综合1986年至今对3-9年级有困难的学生进行的教学干预研究。研究小组将仔细分析每项干预研究中提供的指导的性质。这一分析将不仅仅是作者如何描述他们的干预措施的编码，还将深入探讨教学的性质。研究人员将进行一项以有理数为重点的元分析，以综合广泛研究的结果，并确定最有效的练习以及这些练习对学习障碍学生有效的条件。该项目通过(A)包括最近涌入的关于这一主题的研究，(B)确保纳入的研究符合严格的证据标准，(C)侧重于对有困难的学生--表现低于第35个百分位数的学生和有学习障碍的学生--的研究，(D)扩大了除分数之外的有理数字主题的范围，以及(E)使用最先进的元分析技术，从而进一步推动了这一领域的发展。这项研究将通过综合先前研究的最佳做法，帮助满足相关利益攸关方(教师、干预者、管理人员)的要求。

This proposal was submitted in response to EHR Core Research (ECR) program announcement NSF 15-509. The ECR program of fundamental research in STEM education provides funding in critical research areas that are essential, broad and enduring. EHR seeks proposals that will help synthesize, build and/or expand research foundations in the following focal areas: STEM learning, STEM learning environments, STEM workforce development, and broadening participation in STEM. The ECR program is distinguished by its emphasis on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation.The purpose of the proposed research synthesis is to conduct a statistical summary (a meta-analysis) of rigorous intervention research for students struggling with fractions, ratios, and proportions. The meta-analysis will synthesize instructional intervention research conducted with struggling students in grades 3-9 from 1986 to the present. The research team will carefully analyze the nature of instruction provided in each intervention study. This analysis will go beyond a mere coding of how authors describe their intervention and will probe deeply into the nature of instruction.The researchers will conduct a meta-analysis focused on rational number to synthesize findings across a wide-range of studies in and identify the most effective practices and the conditions under which those practices are effective for student with learning disabilities. This project takes the field further by (a) including the recent influx of studies on this topic, (b) ensuring included studies meet rigorous evidence standards, (c) focusing on studies of struggling students -- students performing below the 35th percentile and students with learning disabilities, (d) broadening the range of rational number topics beyond fractions, and (e) using state-of-the-art meta-analytic techniques. The research will help meet the demands of relevant stakeholders (teachers, interventionists, administrators) by synthesizing the best practices from prior research.