Project MAPS: Mapping Non-Response to Math Interventions

项目 MAPS：映射数学干预的无反应

• 批准号: 1748954
• 负责人: Benjamin Clarke
• 金额: $ 249.95万
• 依托单位: University of Oregon Eugene
• 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: 2017-12-01 至 2023-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1748954&HistoricalAwards=false
• 关键词: Project; MAPS; Mapping; Non; Response

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 randomized control trial of a research-validated first grade math intervention. The work will extend beyond examining specific regions of the brain in isolation to an approach that examines functional connectivity across regions. The project will investigate changes in functional connectivity 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 school-based intervention research in an early mathematics context represents a unique contribution to the field of mathematics development and the broad array of constructs examined may offer insights into the interaction of mathematics development with other neurological disorders including dyslexia. 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。该项目的目标是确定关键数学结构的表现模式，其潜在的神经签名，以及在研究验证的一年级数学干预的随机对照试验背景下，跟踪学习者，风险控制，应答者和非应答者的成就结果。这项工作将从孤立地检查大脑的特定区域扩展到检查跨区域功能连接的方法。该项目将研究功能连接的变化与行为措施，以促进深入探索关键的早期数学过程及其行为和神经指标。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。耦合神经影像学和学校为基础的干预研究，在早期数学的背景下，代表了一个独特的贡献，数学发展领域的广泛的结构检查可能提供深入了解数学发展与其他神经系统疾病，包括阅读障碍的相互作用。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。

项目成果

Sharpening, focusing, and developing: A study of change in nonsymbolic number comparison skills and math achievement in 1st grade

锐化、聚焦和发展：一年级非符号数字比较技能和数学成绩变化的研究

• DOI: 10.1111/desc.13194
• 发表时间: 2022
• 期刊: Developmental Science
• 影响因子: 3.7
• 作者: Wilkey, Eric D.;Shanley, Lina;Sabb, Fred;Ansari, Daniel;Cohen, Jason C.;Men, Virany;Heller, Nicole A.;Clarke, Ben
• 通讯作者: Clarke, Ben