Building a Flexible and Comprehensive Approach to Supporting Student Development of Whole Number Understanding

建立灵活、全面的方法来支持学生发展整数理解

• 批准号: 2101308
• 负责人: Benjamin Clarke
• 金额: $ 300万
• 依托单位: University of Oregon Eugene
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2101308&HistoricalAwards=false
• 关键词: Building; Flexible; Comprehensive; Approach; Supporting

A critical goal for the nation is ensuring all students have a successful start in learning mathematics. While strides have been made in supporting at-risk students in mathematics, significant challenges still exist. These challenges include enabling access to and learning of advanced mathematics content, ensuring that learning gains don’t fade over time, and providing greater support to students with the most severe learning needs. One way to address these challenges is through the use of mathematics programs designed to span multiple grades. The purpose of this project is to develop and conduct initial studies of a multi-grade program targeting critical early math concepts. The project is designed to address equitable access to mathematics and STEM learning for all students, including those with or at-risk for learning disabilities and underrepresented groups.The three aims of the project are to: (1) develop a set of 10 Bridging Lessons designed to link existing kindergarten and first grade intervention programs (2) develop a second grade intervention program that in combination with the kindergarten and first grade programs will promote a coherent sequence of whole number concepts, skills, and operations across kindergarten to second grade; and (3) conduct a pilot study of the second grade program examining initial promise to improve student mathematics achievement. To accomplish these goals multiple methods will be used including iterative design and development process and the use of a randomized control trial to study potential impact on student math learning. Study participants include approximately 220 kindergarten through second grade students from 8 schools across three districts. Study measures include teacher surveys, direct observations, and student math outcome measures. The project addresses the need for research developed intervention programs focused on advanced whole number content. The work is intended to support schools in designing and deploying math interventions to provide support to students both within and across the early elementary grades as they encounter and engage with critical mathematics content. 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.

国家的一个关键目标是确保所有学生在学习数学方面有一个成功的开端。虽然在支持数学方面有风险的学生方面取得了进展，但仍然存在重大挑战。这些挑战包括使访问和学习高等数学内容，确保学习成果不会随着时间的推移而消失，并为最严重的学习需求的学生提供更大的支持。解决这些挑战的一种方法是通过使用旨在跨越多个年级的数学课程。该项目的目的是开发和进行针对关键早期数学概念的多年级课程的初步研究。该项目旨在解决所有学生平等获得数学和STEM学习的问题，包括那些有学习障碍或有学习障碍风险的学生和代表性不足的群体。该项目的三个目标是：（1）制定一套10个衔接课程，旨在将现有的幼儿园和一年级干预计划联系起来（2）制定一个二年级干预方案，结合幼儿园和一年级方案，促进幼儿园到二年级的整数概念、技能和运算的连贯性;以及（3）进行二年级计划的试点研究，以检查最初的承诺，以提高学生的数学成绩。为了实现这些目标，将使用多种方法，包括迭代设计和开发过程，以及使用随机对照试验来研究对学生数学学习的潜在影响。研究参与者包括来自三个地区8所学校的大约220名幼儿园到二年级的学生。研究措施包括教师调查，直接观察和学生数学成果的措施。该项目解决了研究开发干预计划的需要，重点是先进的整数内容。这项工作的目的是支持学校设计和部署数学干预措施，为小学低年级学生提供支持，因为他们遇到并参与关键的数学内容。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。

项目成果

The iterative design and development of a second grade mathematics intervention program

二年级数学干预方案的迭代设计与开发

• 发表时间: 2023
• 期刊: 31st Annual Pacific Coast Research Conference
• 作者: Sutherland, M.