CAREER: The Measurement and Influence of Mathematics Motivation in a Digital Context

职业：数字环境下数学动机的测量和影响

• 批准号: 2000868
• 负责人: Teomara Rutherford
• 金额: $ 97.8万
• 依托单位: University of Delaware
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2000868&HistoricalAwards=false
• 关键词: CAREER; Measurement; Influence; Mathematics; Motivation

The ECR program emphasizes fundamental STEM education research that will generate fundamental knowledge in the field. This Early Faculty Career Development project supports the generation of knowledge through the building of a firm foundation for a lifetime of leadership in integrating education and research in STEM disciplines. It will examine ways to address a national concern for strengthening students' mathematics competency by enhancing their content knowledge in and motivation for learning mathematics. The study will focus on student motivation for learning as an important predictor of student choice, persistence, and achievement in STEM careers. It will advance research beyond studies that only examine links between motivation and mathematics achievement to lesser known aspects about how motivation functions to support students' in-the-moment choices during learning. The project will: (1) embed experience sampling questions and enhanced choice options within a Spatial Temporal Math digital platform; (2) examine associations between situated student motivation, choice, and academic outcomes; (3) develop nudge interventions based on these associations and iteratively test nudges in a series of experiments within the platform; and (4) assess the impact of nudges in a randomized trial. This project will collect data from over 30K third through fifth grade students for a period of one year.Experience sampling and data mining methods will be used to collect data about student motivation as they engage Spatial Temporal Math on a digitized mathematics learning platform aligned with state standards. Methods will include surveys, interviews, observations, and other student related tests and school data. Pilot studies will provide data essential to developing interventions that promote deeper learning drawing on motivation theory and behavioral economics. Results from this project will advance theoretical and analytic bases for understanding motivation and choice situated in real-world learning contexts. These new advances will help transform understanding about student motivation and behaviors as well as inform improvements in the teaching and learning of mathematics. In addition to the 30K that will be directly impacted by this study; in real time, the project will help improve learning for more than a million existing users of the digital platform. Thus, results will benefit society by enhancing student content knowledge and motivational practices while simultaneously developing a foundation for being successful in challenging mathematics undertakings.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.

ECR 项目强调基础 STEM 教育研究，这些研究将产生该领域的基础知识。这个早期教师职业发展项目通过为终生整合 STEM 学科教育和研究的领导力奠定坚实的基础，支持知识的生成。它将研究如何通过增强学生学习数学的内容知识和动机来解决全国对加强学生数学能力的关注。该研究将重点关注学生的学习动机，将其作为学生选择、坚持和 STEM 职业成就的重要预测因素。它将推动研究超越仅考察动机和数学成绩之间联系的研究，扩展到关于动机如何支持学生在学习过程中即时选择的鲜为人知的方面。该项目将：（1）在时空数学数字平台中嵌入经验抽样问题和增强的选择选项； (2) 检查学生动机、选择和学业成绩之间的关联； (3) 基于这些关联制定助推干预措施，并在平台内的一系列实验中迭代测试助推； (4) 评估随机试验中助推的影响。该项目将在一年内收集超过 3 万名三至五年级学生的数据。当学生在符合国家标准的数字化数学学习平台上学习时空数学时，将使用经验采样和数据挖掘方法来收集有关学生动机的数据。方法包括调查、访谈、观察以及其他与学生相关的测试和学校数据。试点研究将为制定干预措施提供必要的数据，从而利用动机理论和行为经济学促进更深入的学习。该项目的结果将为理解现实学习环境中的动机和选择奠定理论和分析基础。这些新进展将有助于转变对学生动机和行为的理解，并为数学教学的改进提供信息。除了受本研究直接影响的 30K 人之外；该项目将实时帮助改善数字平台超过一百万现有用户的学习。因此，其结果将通过增强学生的内容知识和激励实践来造福社会，同时为成功挑战数学事业奠定基础。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

Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic

• DOI: 10.1080/15391523.2021.1920520
• 发表时间: 2021-06
• 期刊: Journal of Research on Technology in Education
• 影响因子: 5.1
• 作者: Teomara Rutherford;Kerry Duck;J. Rosenberg;Raymond Patt

Grade 5 Students’ Elective Replay After Experiencing Failures in Learning Fractions in an Educational Game: When Does Replay After Failures Benefit Learning?

五年级学生在教育游戏中学习分数失败后选修重播：失败后重播何时有益于学习？

• DOI: 10.1145/3506860.3506873
• 发表时间: 2022
• 期刊: LAK22: LAK22: 12th International Learning Analytics and Knowledge Conference
• 作者: Zhang, Qian;Rutherford, Teomara
• 通讯作者: Rutherford, Teomara