Effects of Combined Attention and Academic Interventions for Kindergarten Children with Significant Difficulties in Mathematics

数学能力低下严重限制了他们接受高等教育、就业和终身收入的机会。因为数学困难可以在上学的早期就被发现，所以早期干预是防止持续的数学成绩低下的负面后果的关键。幼儿园是一个特别重要的发展时间窗口，可以在其中进行干预，因为进入和离开幼儿园的数学知识较低的儿童长期在数学方面存在困难的风险很高。许多对课堂数学教学反应不充分的幼儿园儿童的特点是数学知识贫乏，注意力难以集中和持续。那么，解决这些高危幼儿园儿童数学学习困难的一种方法可能是创建联合解决数学和注意力问题的干预措施。这个项目的目的是测试一种新的干预方法的效果，在这种方法中，数学教学和注意力训练相结合。这项研究的目的是确定强化注意力训练和数学干预相结合是否比不进行注意力训练的相同数学干预能带来更大的数学学习。这项研究还将试图确定联合训练对数学的影响是否对注意力训练中量化信息的使用敏感。210名在幼儿园秋季学期被确认为在数学上没有进步的儿童将在春季学期被随机分配到三种积极干预条件之一：1)密集的数学干预；2)相同的数学干预结合适应性游戏般的注意力训练，旨在提高注意力和维持注意力的能力；或3)数学干预结合类似的适应性注意训练，但儿童必须关注游戏中的数量信息并做出反应。在干预前、干预后立即和一个月的随访后，对数学、注意力和与注意力相关的认知能力(如工作记忆)的多项指标进行了测量。这项研究旨在解决正在进行的问题，即认知训练--在这种情况下，当与数学干预相结合--是否有希望改善数学成绩持续偏低的高风险幼儿的数学学习。该奖项得到了EHR核心研究计划(ECR)的支持。ECR在关键研究领域支持STEM教育的基础研究，这些领域是基本的、广泛的和持久的。ECR计划的特点是强调积累可靠的证据，为(A)理解、(B)建立解释理论和(C)建议干预措施(和创新)以应对STEM兴趣、教育、学习和参与方面的持续挑战提供信息。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。

Low math skills significantly limit access to post-secondary education, employment, and lifetime earnings. Because math difficulties can be detected early in schooling, early intervention is key for preventing the negative consequences of persistent low math achievement. Kindergarten is a particularly important developmental time-window within which to intervene given that children who enter and exit kindergarten with low math knowledge are at high risk for having long-term difficulties in mathematics. Many kindergarten children who do not respond adequately to classroom math instruction are characterized as having both low math knowledge and difficulties in focusing and sustaining attention. One way to tackle the math learning difficulties of these at-risk kindergarten children, then, might be to create interventions that conjointly address mathematics and attention. The purpose of this project is to test the effects of a novel approach to intervention in which instruction in mathematics and training in attention are combined. The aim of this study is to determine whether combined intensive attention training and math intervention leads to greater math learning than the same math intervention without attention training. The study will also seek to determine whether the effects of combined training on mathematics are sensitive to the use of quantitative information during attention training. Two hundred and ten children identified as not having made progress in math in the fall semester of kindergarten will be randomly assigned to one of three active intervention conditions in the spring semester: 1) an intensive mathematics intervention; 2) the same mathematics intervention combined with adaptive game-like attention training designed to improve the abilities to focus and sustain attention; or 3) the mathematics intervention combined with similar adaptive attention training, but where the child has to focus on and respond to quantitative information in the games. Multiple measures of math, attention, and attention-related cognitive competencies such as working memory are measured prior to the intervention, immediately following the intervention, and after a one-month follow-up. The study is designed to address ongoing questions regarding whether cognitive training - in this case, when combined with math intervention - holds any promise for improving mathematical learning for young children at high risk for persistent low math achievement.This award is supported by the EHR Core Research Program (ECR). ECR supports fundamental research in STEM education in critical research areas that are essential, broad and enduring. 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.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.