Secondary Mathematics, in-the-moment, Longitudinal Engagement Study

EHR核心研究项目强调基础STEM教育研究，这将产生该领域的基础知识。本研究将调查高中学生参与数学的经验和他们的学习动机，以及课堂教学气氛是否支持有效的数学参与的方式。作为帮助提高全国学生数学成绩的重要努力，本研究将基于三个关键领域（动机，影响和社会互动），这对学生在数学方面的表现以及他们在其他STEM领域的成功都是至关重要的。由于很少有研究在高中阶段调查这些关键领域，本研究将启动长期，大规模，经验水平的分析，这将促进该领域的知识。本研究将以先前的研究为基础，这些研究表明，当：(1)数学是有意义的，当学生相信他们有能力理解数学时，学生更有动力和更投入地学习数学；(2)学生感兴趣的数学和设置数学的情境；(3)学生在承担智力风险方面感到安全并得到支持；(4)努力和理解高于绩效文化；(5)学生们觉得他们，他们的想法和他们作为人，对他们的老师和同龄人很重要。为了实现这些目标，该研究将根据对课堂教学和学生行为的观察，建立或多或少引人入胜的气候特征概况。将对学生对课堂气氛和日常体验的看法进行定量和定性分析。这将使研究人员能够绘制出学生动机和参与度的增长，以及在课堂气氛概况下的一系列即时体验如何促进学生参与和高效地学习数学的倾向。该项目将开发一个移动应用程序来研究学生的体验，建立体验抽样方法（EMS）。定性访谈和案例研究的观察也将被用来捕捉学生的参与行为和对机会的感知，以吸收在瞬间的经历。来自这些来源的数据将补充和验证更大规模的纵向分析。本研究的结果将促进对高中学生对数学的动机和参与的理解。移动应用程序将辅以提示、量表和观察协议，以指导研究人员进一步研究即时参与。采用参与式教学氛围概况和高中生动机成长概况作为不同学生群体教师专业发展的试点。这项研究还将开发教师专业发展模块，并将发布到网上，供广大教育社区使用。

The EHR Core Research program emphasizes fundamental STEM education research that will generate foundational knowledge in the field. This study will investigate high school students' experiences of engagement with mathematics and their motivation to learn, and the ways that classroom instructional climates do or do not support productive engagement with mathematics. As an important effort to help improve student achievement in mathematics nationally, this study will be grounded in three critical areas (motivation, affect, and social interactions), which are essential to both student performance in mathematics and to their success in other STEM fields. Since few studies have investigated these critical areas at the high school level, this study will initiate long-term, large-scale, experience-level analysis that will advance knowledge in the field. The research will build on prior studies that suggest that students are more motivated and engaged with learning mathematics when: (1) mathematics makes sense and when students believe that they are capable of making sense of mathematics; (2) mathematics and situations in which the mathematics is set are interesting to students; (3) students feel safe and supported to take intellectual risks; (4) effort and understanding are promoted over a performance culture; and (5) students feel that they matter, their ideas and themselves as people, to their teacher and their peers. To accomplish these goals, the study will develop profiles of climate characteristics that are more (or less) engaging based on observations of classroom instruction and students' behavior. Both quantitative and qualitative analysis of students' perceptions of their classroom climates and day-to-day experiences will be done. This will allow researchers to map growth in student motivation and engagement as well as how a series of in-the-moment experiences, situated within classroom climate profiles, contribute to students' tendencies to engage and perform productively in mathematics. The project will develop a mobile app to study students' experiences in the moment, building Experience Sampling Methodology (EMS.) Qualitative interviews and observations of case studies will also be used to capture students' engaged behaviors and perceptions of opportunities to become absorbed in the moment experiences. Data from these sources will complement and validate the larger-scale longitudinal analyses. Outcomes from this research will advance understanding about high school students' motivation and engagement toward mathematics. The mobile application will be supplemented by prompts, scales, and observational protocols to guide researchers in further study of in-the-moment engagement. Profiles of engaging instructional climates and profiles of high school students' growth in motivation will be used to pilot professional development for teachers of diverse student populations. This research will also develop modules for teacher professional development and will be delivered to online for use by the at-large education community.