Math Learning Disabilities among Young Adults in College: Structure, Identification, and Validation

大学年轻人的数学学习障碍：结构、识别和验证

• 批准号: 1760760
• 负责人: Paul Cirino
• 金额: $ 247.38万
• 依托单位: University of Houston
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1760760&HistoricalAwards=false
• 关键词: Math; Learning; Disabilities; among; Young

Many more students are enrolled in community college (CC) than in four-year colleges and universities, and many more students take developmental (remedial) math at CC than at four-year institutions. However, failure rates in these courses are high, and failure of developmental math is a significant barrier to STEM participation. There is surprisingly little data about the specific skill deficits and sociodemographic and personal barriers that contribute to this situation. It is likely that prior education, entry level mathematical skills, motivation, self-regulation, and affective factors contribute, in conjunction with work/family/financial considerations. However, these factors have not been considered together. This project will seek to identify the factors that underlie developmental math failure and how these factors fit together. It will use this information to develop a novel approach to identify mathematics learning disability (MLD). The project then aims to validate this approach by monitoring physiological factors that may qualitatively differentiate MLD from other difficulties. This project aims to enhance theories about how math skills develop and are affected by these factors, and address how to identify MLD at the college level. The results may point to potential avenues to identify and remediate these difficulties, which would be useful for improving student success in college. This project will enroll three types of first-time-in-college students: students in CC taking developmental math; students in CC taking course-credit mathematics; and students in a four-year university taking college algebra. The population is highly relevant to broadening STEM participation among college students with math difficulty, since it takes place within a highly diverse sociodemographic setting (Houston, Texas). The team will enroll 1050 students (primarily those in CC developmental math), and evaluate a model of how cognitive, mathematical, affective, motivational, and demographic characteristics intersect, using structural equation modeling. Data analysis plans involve latent class models to identify potential MLD students, with key criteria being (a) demonstrated math weakness as indicated by enrollment in developmental math; and (b) failure of that course. The team will compare this method of identification with standard identification models, specifically low achievement and discrepancy models. Validation of developed models will involve qualitative comparisons between MLD and other students with math difficulty, by observing and analyzing in-vivo math performance using multimodal data capture and analysis focused on physiological response. 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.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

就读社区学院 (CC) 的学生比就读四年制学院和大学的学生多得多，在社区学院学习发展（补习）数学的学生也比就读四年制学院的学生多得多。然而，这些课程的不及格率很高，而发展数学的不及格是参与 STEM 的重大障碍。令人惊讶的是，关于导致这种情况的具体技能缺陷以及社会人口和个人障碍的数据很少。先前的教育、入门级数学技能、动机、自我调节和情感因素，以及工作/家庭/财务方面的考虑，可能都会起到一定的作用。然而，这些因素并没有被综合考虑。该项目将寻求确定导致发展数学失败的因素以及这些因素如何结合在一起。 它将利用这些信息开发一种新方法来识别数学学习障碍（MLD）。该项目旨在通过监测可能定性区分 MLD 与其他困难的生理因素来验证这种方法。该项目旨在增强有关数学技能如何发展以及如何受这些因素影响的理论，并解决如何在大学层面识别 MLD。研究结果可能指出识别和解决这些困难的潜在途径，这将有助于提高学生在大学的成功。该项目将招收三类首次上大学的学生：CC 学生，学习发展数学； CC 学生修读数学课程学分；以及四年制大学学习大学代数的学生。人口与扩大数学困难大学生的 STEM 参与高度相关，因为它发生在高度多样化的社会人口环境中（德克萨斯州休斯顿）。该团队将招收 1050 名学生（主要是 CC 发展数学专业的学生），并使用结构方程模型评估认知、数学、情感、动机和人口特征如何交叉的模型。数据分析计划涉及潜在的班级模型来识别潜在的 MLD 学生，关键标准是 (a) 发展数学入学所表明的数学弱点； (b) 该课程未通过。该团队将这种识别方法与标准识别模型进行比较，特别是低成就和差异模型。开发模型的验证将涉及 MLD 和其他有数学困难的学生之间的定性比较，方法是使用关注生理反应的多模式数据捕获和分析来观察和分析体内数学表现。该项目得到了 NSF 的 EHR 核心研究 (ECR) 计划的支持。 ECR 项目强调基础 STEM 教育研究，产生该领域的基础知识。对重要、广泛和持久的关键领域进行投资：STEM 学习和 STEM 学习环境、扩大 STEM 参与以及 STEM 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、建议干预和创新的努力提供信息，以解决 STEM 兴趣、教育、学习和参与方面持续存在的挑战。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Framing Executive Function as a Construct and its Relation to Academic Achievement

将执行功能视为一种结构及其与学术成就的关系

• DOI: 10.1111/mbe.12360
• 发表时间: 2023
• 期刊: and Education
• 作者: Cirino, Paul T.

Impact of acculturation on math achievement in community college students

文化适应对社区大学生数学成绩的影响

• 发表时间: 2022
• 期刊: Ineternational Neuropsychological Society
• 作者: Halverson, K.;Cirino, P.T.;Bick, J.;Medina, L.
• 通讯作者: Medina, L.

Gender differences in mathematics and its cognitive and non-cognitive predictors in community college students

社区大学生数学中的性别差异及其认知和非认知预测因素

• 发表时间: 2023
• 期刊: International Neuropsychological Society
• 作者: Boada, C.;Cirino, P.T.
• 通讯作者: Cirino, P.T.