Collaborative Research: Social Influences of Math Learning

该提案是为了响应EHR核心研究（ECR）计划公告NSF 19-508而提交的。在STEM教育的基础研究ECR计划提供资金在关键的研究领域是必不可少的，广泛的和持久的。EHR寻求有助于综合，建立和/或扩大以下重点领域研究基础的建议：STEM学习，STEM学习环境，STEM劳动力发展和扩大STEM参与。ECR计划的特点是强调积累强有力的证据，为以下努力提供信息：（a）理解，（B）建立解释理论，（c）建议干预措施（和创新），以解决在STEM兴趣，教育，学习和参与的持续挑战。数学概念的学习，如比例和负数，因为这些概念通常在结构上与学龄前时期获得的整数概念不一致，所以经常充满困难。这项拟议的工作探讨如何促进推理等概念，利用最近的研究结果表明，幼儿的相对能力，在社会领域，招聘类似的数学知识。这项建议旨在确定困难的数学概念的获得如何容易地从他们可能第一次遇到的非正式社会背景中转移出来（例如，分享）到通常要求儿童应用它们的更正式的上下文（例如，形式算术）。通过对1000多名4-9岁儿童的行为实验，这项工作将探索社会环境如何促进数学学习。在系列1中，研究调查了社会框架如何影响儿童学习两个传统的反直觉概念：负数和比例。系列2将调查促进在情境化的非正式场景中学习的数学概念之间的知识转移的因素，例如在日常生活中遇到的那些（例如，共享）到更正式的、基于符号的上下文（例如，division）。最后，系列3将探讨如何社会背景的影响，反过来，有助于促进或阻碍儿童？的学习。这些研究调查了竞争与合作的偏好以及关于学术领域的性别刻板印象如何影响儿童选择加入和退出学习机会的决定，从而影响他们的数学学习。这项工作的高潮应该画一个更广泛的理解社会对数学学习的影响，指出数学教育实践的新方向。这个项目将提供更深入的了解如何社会背景可能会促进或阻碍反直觉数学概念的学习。该项目得到了强调STEM基础研究的EHR核心研究（ECR）计划的支持。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而被认为值得支持。

This proposal was submitted in response to EHR Core Research (ECR) program announcement NSF 19-508. The ECR program of fundamental research in STEM education provides funding in critical research areas that are essential, broad and enduring. EHR seeks proposals that will help synthesize, build and/or expand research foundations in the following focal areas: STEM learning, STEM learning environments, STEM workforce development, and broadening participation in STEM. The ECR program is distinguished by its emphasis on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation.The learning of mathematical concepts, such as proportions and negative numbers, is frequently fraught with difficulty because often these concepts do not structurally align with whole number concepts acquired during the preschool years. This proposed work investigates how to promote reasoning about such concepts by capitalizing on recent findings demonstrating young children's relative competence in social domains that recruit similar mathematical knowledge. This proposal aims to identify how the acquisition of difficult mathematical concepts may be readily transferred from informal social contexts in which they may be first encountered (e.g., sharing) to more formal contexts in which children are typically asked to apply them (e.g., formal arithmetic). Through behavioral experiments with over 1000 4-9-year-old children, this work will explore how social contexts may promote math learning. In Series 1, studies investigate how social framing impacts children's learning of two traditionally counter-intuitive concepts: negative numbers and proportions. Series 2 will investigates factors that facilitate transfer of knowledge between math concepts learned in contextualized, informal scenarios such as those encountered in one's daily life (e.g., sharing) to more formal, symbolic-based contexts (e.g., division). Finally, Series 3 will investigate how socio-contextual influences may, in turn, serve to promote or hinder children?s learning. These studies investigate how preferences for competition versus collaboration, and gender stereotypes about academic domains impact children's decisions to opt in and out of learning opportunities affect their math learning. The culmination of this work should paint a broader understanding of social influences on math learning, pointing to new directions for math education practices. This project will provide deeper insight into how social contexts may promote or hinder the learning of counter-intuitive math concepts. The project is supported by the EHR Core Research (ECR) program that emphasizes fundamental research in STEM.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.