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Using Animated Contrasting Cases to Improve Procedural and Conceptual Knowledge in Geometry

使用动画对比案例来提高几何的程序和概念知识

基本信息

批准号：
1907745
负责人：
Erin Krupa
金额：
$ 44.95万
依托单位：
North Carolina State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-08-01 至 2024-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1907745&HistoricalAwards=false
关键词：
Using Animated Contrasting Cases Improve

项目摘要

This project aims to support stronger student outcomes in the teaching and learning of geometry in the middle grades through engaging students in animated contrasting cases of worked examples. Animated contrasting cases are a set of two worked examples for the same geometry problem, approached in different ways. The animations show the visual moves and annotations students would make in solving the problems. Students are asked to compare and discuss the approaches. This theoretically-grounded approach extends the work of cognitive scientists and mathematics educators who have shown this approach supports strong student learning in algebra. The project will design a series of animated geometry curricular materials on a digital platform that ask students to compare different approaches to solving the same geometry problem. The study will measure changes in students' procedural and conceptual knowledge of geometry after engaging with the materials and will explore the ways in which teachers implement the materials in their classrooms. This work is particularly important as geometry is an understudied area in mathematics education, and national and international assessments at the middle school level consistently identify geometry as a mathematics content area in which students score the lowest.This project draws on prior work that documents the impact of comparison on students' learning in algebra. Providing students with opportunities to compare multiple strategies is recommended by a range of mathematics policy documents, as research has shown this approach promotes flexibility and enhances conceptual knowledge and procedural fluency. More specifically, the approach allows students to compare the effectiveness and efficiency of mathematical arguments in the context of problem solving. An initial pilot study on non-animated contrasting cases in geometry shows promise for the general approach and suggests that animating the cases has the potential for stronger student learning gains. This study will examine the extent to which the animated cases improve students' conceptual and procedural knowledge of geometry and identify factors that relate to changes in knowledge. The project team will develop 24 worked example contrasting cases based on design principles from the prior work in algebra. The materials will be implemented in four treatment classrooms in the first cycle, revised, and then implemented in eight treatment classrooms. Students' written work will be collected along with data on the nature of the classroom discussions and small-group interviews with students. Teachers' perspectives on lessons will also be collected to support revision and strengthening of the materials. Assessments of students' geometry knowledge will be developed using measures with demonstrated validity and reliability to measure changes in student learning.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

这个项目旨在通过让学生参与生动的对比案例来支持学生在中学几何的教和学中取得更好的成果。动画对比案例是同一几何问题的一组两个工作示例，以不同的方式进行处理。这些动画展示了学生在解决问题时将做出的视觉动作和注释。学生们被要求比较和讨论这些方法。这种有理论基础的方法扩展了认知科学家和数学教育家的工作，他们已经证明这种方法支持学生在代数方面进行强有力的学习。该项目将在一个数字平台上设计一系列动画几何课程材料，要求学生比较解决同一几何问题的不同方法。这项研究将测量学生在接触材料后对几何程序和概念知识的变化，并将探索教师在课堂上实施材料的方式。这项工作尤其重要，因为几何在数学教育中是一个研究不足的领域，而且国家和国际中学水平的评估一直将几何视为学生得分最低的数学内容领域。本项目借鉴了以前的工作，记录了比较对学生代数学习的影响。一系列数学政策文件建议为学生提供比较多种策略的机会，因为研究表明，这种方法提高了灵活性，提高了概念知识和程序流畅性。更具体地说，这种方法允许学生在解决问题的背景下比较数学论证的有效性和效率。一项关于几何学中非动画对比案例的初步初步研究表明，一般方法是有希望的，并表明将案例制作成动画有可能使学生获得更大的学习收益。这项研究将考察动画案例在多大程度上提高了学生的几何概念和程序知识，并确定了与知识变化有关的因素。项目团队将根据之前在代数方面的工作中的设计原则，开发24个实例对比案例。材料将在第一个周期的4个治疗教室实施，修改后，再在8个治疗教室实施。学生的书面作业将与课堂讨论的性质和对学生的小组访谈一起收集。还将收集教师对课程的看法，以支持材料的修订和加强。对学生几何知识的评估将使用具有证明的有效性和可靠性的措施来衡量学生学习的变化。探索研究预科-12项目(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高预科-12年级的学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和经验上的证明。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。