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

增强有理数困扰学生学习的教学实践：荟萃分析

• 批准号: 1660853
• 负责人: Russell Gersten
• 金额: $ 29.89万
• 依托单位: RG Research Group
• 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: 2017-09-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660853&HistoricalAwards=false
• 关键词: Instructional; Practices; Enhance; Learning; Students

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.

该提案是为了响应EHR核心研究（ECR）计划公告NSF 15-509而提交的。在STEM教育的基础研究ECR计划提供资金在关键的研究领域是必不可少的，广泛的和持久的。EHR寻求有助于综合，建立和/或扩大以下重点领域研究基础的建议：STEM学习，STEM学习环境，STEM劳动力发展和扩大STEM参与。ECR计划的特点是强调积累强有力的证据，为以下努力提供信息：（a）理解，（B）建立解释理论，（c）建议干预措施（和创新），以应对STEM兴趣，教育，学习，拟议的研究综述的目的是进行统计汇总，（元分析）的严格干预研究的学生挣扎分数，比率和比例。元分析将综合从1986年至今对3-9年级的困难学生进行的教学干预研究。研究小组将仔细分析每个干预研究中提供的指导的性质。这项分析将超越作者如何描述他们的干预的简单编码，并将深入探讨教学的本质。研究人员将进行一项以有理数为重点的元分析，以综合广泛的研究结果，并确定最有效的做法，以及这些做法对学习障碍学生有效的条件。该项目通过以下方式进一步拓展了这一领域：（a）纳入最近关于这一主题的大量研究;（B）确保纳入的研究符合严格的证据标准;（c）侧重于对学习困难的学生-成绩低于第35百分位数的学生和有学习障碍的学生-的研究;（d）将有理数主题的范围扩大到分数之外;（e）使用最先进的元分析技术。这项研究将通过综合以往研究的最佳做法，帮助满足相关利益攸关方（教师、干预者、管理人员）的需求。