Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale

美国的数学水平仍然很低，早期的数学表现是长期学术成功和就业能力的有力预测因素。 然而，相对较少的幼儿学位课程有任何课程要求集中在关键的数学主题。 因此，教师专业发展计划提供了一个可行的和有前途的方法，支持和改善教师的教学方法，以数学，从而提高学生的数学成果。 该项目的目的是测试学习轨迹（LT 2）计划的学习和教学效果，以改善数学教学，从而提高年轻学生的数学学习。LT 2是一个专业发展工具和课程资源，旨在为教师提供支持早期数学教学。 LT 2课程模块独特地包括数学学习目标，发展进程和相关的教学活动。 所有这三个方面对于低年级高质量和连贯的数学教学至关重要。本研究将探讨以下问题：1）LT 2对学生成绩和成绩差距的中期影响是什么？2)LT 2对教师教学方法、信念和质量的短期和长期影响是什么？ 和3）LT 2干预相对于原始构建块干预的成本效益如何？为了解决研究问题，该项目将进行多地点集群随机实验设计，在学区内随机分配90所学校到实验组或控制组。这些地区约250个幼儿园教室的成果措施将包括基于研究的小学数学评估，教学质量的观察，一份侧重于教师信念和实践的问卷，以及学校一级的行政数据。数据将使用多层次回归模型进行分析，以确定学习轨迹干预对学生学习的影响。探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

U.S. proficiency in mathematics continues to be low and early math performance is a powerful predictor of long-term academic success and employability. However, relatively few early childhood degree programs have any curriculum requirements focused on key mathematics topics. Thus, teacher professional development programs offer a viable and promising method for supporting and improving teachers' instructional approaches to mathematics and thus, improving student math outcomes. The purpose of this project is to test the efficacy of the Learning and Teaching with Learning Trajectories (LT2) program with the goal of improving mathematics teaching and thereby increasing young students' math learning. LT2 is a professional development tool and a curriculum resource intended for teachers to be used to support early math instruction. The LT2 program modules uniquely include the mathematical learning goal, the developmental progression, and relevant instructional activities. All three aspects are critical for high-quality and coherent mathematics instruction in the early grades. This project will address the following research questions: 1) What are the medium-range effects of LT2 on student achievement and the achievement gap? 2) What are the short- and long-term effects of LT2 on teacher instructional approach, beliefs, and quality? and 3) How cost effective is the LT2 intervention relative to the original Building Blocks intervention? To address the research questions, this project will conduct a multisite cluster randomized experimental design, with 90 schools randomly assigned within school districts to either experimental or control groups. Outcome measures for the approximately 250 Kindergarten classrooms across these districts will include the Research-based Elementary Math Assessment, observations of instructional quality, a questionnaire focused on teacher beliefs and practices, in addition to school level administrative data. Data will be analyzed using multi-level regression models to determine the effect of the Learning Trajectories intervention on 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.