Enhancing Engagement and Conceptual Understanding of Fractions for Students with Learning Disabilities using the Model Mathematics Education Curriculum

使用数学教育模型课程提高有学习障碍的学生对分数的参与和概念理解

• 批准号: 1949122
• 负责人: Jessica Hunt
• 金额: $ 139.15万
• 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: 2020
• 资助国家: 美国
• 起止时间: 2020-03-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1949122&HistoricalAwards=false
• 关键词: Enhancing; Engagement; Conceptual; Understanding; Fractions

The Enhancing Engagement and Conceptual Understanding of Fractions for Students with Learning Disabilities using the Model Mathematics Education Curriculum is a Developing and Testing Innovations (DTI) project in the Innovative Technology Experiences for Students and Teachers (ITEST) program. This project advances efforts of ITEST program by developing an integrated curriculum for 4th – 6th grade students with learning disabilities and difficulties to increase engagement in and understanding of fraction concepts. The project will impact 140 elementary and middle school students and their teachers in both rural and urban settings in North Carolina and Florida who have been underrepresented in STEM and have had limited opportunities to access and advance their STEM knowledge. The project engages students in universally-designed competitive gameplay and collaborative problem-solving challenges rooted in authentic STEM and ICT careers that have executive function scaffolds, cognitive tutoring, and dynamic assessments embedded within. The project will make use of models from successful startup businesses to build the games, measure outcomes, and revise them through testing with students. The project leverages industry and school partners to infuse the game into elementary and middle school intervention classrooms so that students can experience the game-based mathematics fraction curriculum. This project will help address a critical need to increase diversity of individuals in STEM through accessible learning environments that foster foundational mathematical learning while growing interest in STEM/ICT careers. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.The project uses a pretest-intervention-posttest design with a comparison group to compare group differences in engagement, conceptual understanding, and STEM interest through questionnaires, pre-posttests, and game level trace data. Repeated measures with between-within student interactions will be used to examine increases in student conceptual understanding, engagement, and interest in STEM careers between Model Mathematics Education and comparison groups. Linear regressions will be run to assess associations of instrument/survey responses at pre and during with the responses at posttest. Data analytics will be collected during gameplay for students in the Model Mathematics Education condition. Mixed-effects models and educational data mining techniques will be used to assess sequences of interactions and relationships between event-level learning analytics and game performance. Students in the Model Mathematics Education intervention are expected to demonstrate higher levels of engagement, exhibit greater conceptual understanding of fractions, and report higher interest in STEM/ICT careers than students in the comparison condition after nine weeks of the curriculum. Main products include the development and iterative refinement of the game-based mathematics curriculum, pilot testing with students and their teachers, and a viable web-based software and curriculum package. By working with students with disabilities in intervention classrooms, this project will maximize the potential for generating knowledge regarding features of curricula that broaden participation among this population by increasing interest in STEM careers. Dissemination efforts are twofold and include the project website, which will provide free access to the curriculum, and professional development activities as well as opportunities to interact and share feedback on the platform. Feedback on the curriculum will be garnered through engagement of professionals from computer science, industrial engineering, civil engineering, nursing, and fire safety.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.

使用模型数学教育课程增强学习障碍学生对分数的参与和概念理解是学生和教师创新技术体验（ITEST）计划中的开发和测试创新（DTI）项目。该项目通过为有学习障碍和困难的4 - 6年级学生开发综合课程来促进ITEST计划的努力，以增加对分数概念的参与和理解。该项目将影响北卡罗来纳州和佛罗里达农村和城市环境中的140名中小学学生及其教师，他们在STEM中的代表性不足，并且获得和推进他们的STEM知识的机会有限。该项目让学生参与普遍设计的竞争性游戏和协作解决问题的挑战，这些挑战植根于真实的STEM和ICT职业生涯，其中包含执行功能支架，认知辅导和动态评估。该项目将利用成功的创业公司的模型来构建游戏，衡量结果，并通过与学生的测试来修改它们。该项目利用行业和学校合作伙伴将游戏注入小学和中学干预教室，使学生能够体验基于游戏的数学分数课程。该项目将有助于解决一个关键的需要，通过无障碍的学习环境，促进基本的数学学习，同时在STEM/ICT职业的兴趣增长，增加个人在干的多样性。该项目由学生和教师创新技术体验（ITEST）计划资助，该计划支持建立对实践，计划元素，背景和过程的理解的项目，有助于增加学生对科学，技术，工程，和数学（STEM）和信息和通信技术（ICT）的职业。该项目使用预测试干预-后测设计与对照组，通过问卷调查，前后测和游戏水平跟踪数据，比较参与，概念理解和STEM兴趣的组间差异。重复测量与学生之间的互动将被用来检查增加学生的概念理解，参与，并在模型数学教育和比较组之间的STEM职业的兴趣。将运行线性回归，以评估测试前和测试期间的仪器/调查响应与测试后响应的关联。数据分析将在模型数学教育条件下为学生收集游戏过程中。混合效应模型和教育数据挖掘技术将用于评估事件级学习分析和游戏表现之间的交互和关系序列。在模型数学教育干预的学生预计将表现出更高的参与水平，表现出更大的分数的概念理解，并报告更高的兴趣在干/信息通信技术的职业比学生在比较条件下九个星期的课程后。主要产品包括基于游戏的数学课程的开发和迭代改进，学生及其教师的试点测试，以及可行的基于网络的软件和课程包。通过在干预教室与残疾学生合作，该项目将最大限度地发挥产生有关课程特点的知识的潜力，通过增加对STEM职业的兴趣来扩大这一人群的参与。传播工作是双重的，包括项目网站，该网站将提供免费访问课程和专业发展活动，以及在平台上互动和分享反馈的机会。 通过计算机科学、工业工程、土木工程、护理和消防安全等专业人士的参与，将获得对课程的反馈。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。

项目成果

Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention

小学教师对补充性游戏增强分数干预的看法和实施

• DOI: 10.3390/educsci13111071
• 发表时间: 2023
• 期刊: Education Sciences
• 影响因子: 3
• 作者: Hunt, Jessica;Taub, Michelle;Duarte, Alejandra;Bentley, Brianna;Womack-Adams, Kelly;Marino, Matthew;Holman, Kenneth;Kuhlman, Adrian
• 通讯作者: Kuhlman, Adrian

Universal design of a Tier 2 fraction video game.

Tier 2 分数视频游戏的通用设计。

• 发表时间: 2021
• 期刊: North American Chapter of the International Society of the Psychology of Mathematics Education (PME-NA
• 作者: Hunt, J.H.

Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest

游戏增强补充分数课程对学生参与度、分数知识和 STEM 兴趣的影响

• DOI: 10.3390/educsci13070646
• 发表时间: 2023
• 期刊: Education Sciences
• 影响因子: 3
• 作者: Hunt, Jessica H.;Taub, Michelle;Marino, Matthew;Duarte, Alejandra;Bentley, Brianna;Holman, Kenneth;Kuhlman, Adrian
• 通讯作者: Kuhlman, Adrian