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

中学数学，即时，纵向参与研究

• 批准号: 1661180
• 负责人: James Middleton
• 金额: $ 146.36万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-01 至 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1661180&HistoricalAwards=false
• 关键词: Secondary; Mathematics; moment; Longitudinal; Engagement

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.

EHR核心研究计划强调基础STEM教育研究，这将产生该领域的基础知识。本研究将调查高中生对数学的参与体验和学习动机，以及课堂教学氛围对产出性参与的支持或不支持。作为帮助提高全国学生数学成绩的一项重要努力，这项研究将基于三个关键领域(动机、情感和社会互动)，这三个领域对学生的数学表现和在其他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对这些关键领域进行调查，这项研究将启动长期的、大规模的、经验水平的分析，以促进该领域的知识。这项研究将建立在以往研究的基础上，这些研究表明，在以下情况下，学生学习数学的动机和参与度更高：(1)数学有意义，当学生相信他们有能力理解数学；(2)学生对数学和设置数学的情景感兴趣；(3)学生感到安全并得到支持，可以承担智力风险；(4)努力和理解比表演文化更重要；(5)学生感到自己、他们的想法和他们自己作为人对他们很重要，对他们的老师和同龄人来说。为了实现这些目标，这项研究将根据对课堂教学和学生行为的观察，制定或多或少具有吸引力的气候特征概况。本课程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情况，以及一系列位于课堂气氛档案中的即时体验如何有助于学生参与并高效地表现出在数学上的倾向。该项目将开发一款手机应用程序，研究学生目前的体验，构建体验抽样方法论(EMS)。定性访谈和对案例研究的观察也将被用来捕捉学生参与的行为和对机会的看法，以便专注于当下的体验。这些来源的数据将补充和验证更大规模的纵向分析。这项研究的结果将促进对高中生对数学的动机和投入的理解。移动应用程序将得到提示、刻度和观察方案的补充，以指导研究人员进一步研究即时参与。将利用参与式教学氛围和高中生动机成长的概况，为不同学生群体的教师进行专业发展试点。这项研究还将开发教师专业发展模块，并将在网上提供，供广大教育界使用。

项目成果

Discourse Can Create a Learning Culture

话语可以创造学习文化

• DOI: 10.5951/mtlt.2019.0351
• 发表时间: 2021
• 期刊: Mathematics Teacher: Learning and Teaching PK-12
• 作者: Curtis, Kelly;Lindo, Katrina;Jansen, Amanda
• 通讯作者: Jansen, Amanda

Navigating dilemmas of studying mathematics engagement in secondary classrooms

解决中学课堂数学学习的困境

• 发表时间: 2018
• 期刊: Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
• 作者: Jansen, A.

Student Engagement with the “Into Math Graph" Tool

学生参与“Into Math Graph”工具

• DOI: 10.5951/mtlt.2020.0322
• 发表时间: 2021
• 期刊: Mathematics Teacher: Learning and Teaching PK-12
• 作者: Riske, Amanda K.;Cullicott, Catherine E.;Mirzaei, Amanda Mohammad;Jansen, Amanda;Middleton, James
• 通讯作者: Middleton, James

A High School Curriculum Focused on Engagement

注重参与的高中课程

• 发表时间: 2018
• 期刊: Proceedings of the 2018 Science Education at the Crossroads Conference
• 作者: Middleton, J. A.

High School Mathematics Teachers’ Orientations Towards Engagement.

高中数学教师的参与方向。

• 发表时间: 2020
• 期刊: Proceedings of the 42nd annual meeting of the North American Chapter for the International Group for the Psychology of Mathematics Education
• 作者: Jansen, A.