SBIR Phase II: Integrating Cognitive and Self-Regulatory Strategies to Improve Secondary Mathematics Outcomes

SBIR 第二阶段：整合认知和自我调节策略以提高中学数学成绩

• 批准号: 2133397
• 负责人: Nancy Weinstein
• 金额: $ 94.83万
• 依托单位: MINDPRINT LEARNING, LLC
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2133397&HistoricalAwards=false
• 关键词: SBIR; Phase; II; Integrating; Cognitive

The broader impact of this Small Business Innovation Research (SBIR) Phase II project will be improvements in math instruction, engagement, and outcomes through a holistic approach to supporting social-emotional (SE), cognitive, and academic skills in general education classrooms. By integrating these sources of student-specific data, teachers will be able to effectively identify and address additional factors that interfere with understanding, retention, motivation and engagement, all of which are critical to academic outcomes. This data-driven, scalable approach will pinpoint individual causes of students' mathematics struggles and provide evidence-based, personalized interventions. The potential to improve stagnant mathematics achievement outcomes at scale would translate directly into economic benefits to the country. The innovation is expected to have the greatest effect on minorities and girls whose motivation and engagement in STEM are disproportionately impacted by implicit biases and stereotype threat. This Small Business Innovation Research (SBIR) Phase II project will enable teachers with the data to address student variability across cognitive, SE, and academic skills, leading to increases in student engagement and math achievement. This project leverages research that cognitive assessment and student SE self-reports can explain over 60% of middle school math outcomes. This project will demonstrate the specific evidence-based, personalized interventions for engagement, social-emotional learning, and academic instruction to improve math outcomes for individualized learner profiles. This approach will advance the current state of research on engagement by addressing individual differences in cognitive and SE skills. This research will feature a longitudinal randomized control trial with a large sample representing a broad range of socio-economic status, race, and ethnicity. This rigorous design will develop the predictive validity and ability to effectively address learner variability, as well as demonstrate outcomes in diverse student populations.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.

小企业创新研究 (SBIR) 第二阶段项目的更广泛影响将是通过整体方法支持通识教育课堂中的社交情感 (SE)、认知和学术技能，从而改善数学教学、参与度和成果。通过整合这些学生特定数据源，教师将能够有效地识别和解决干扰理解、保留、动机和参与的其他因素，所有这些因素对学业成绩都至关重要。这种数据驱动、可扩展的方法将查明学生数学困难的个别原因，并提供基于证据的个性化干预措施。大规模改善停滞不前的数学成果的潜力将直接转化为国家的经济效益。这项创新预计将对少数族裔和女孩产生最大的影响，因为她们对 STEM 的积极性和参与度受到隐性偏见和刻板印象威胁的影响尤为严重。这个小企业创新研究 (SBIR) 第二阶段项目将使教师能够利用数据来解决学生在认知、SE 和学术技能方面的差异，从而提高学生的参与度和数学成绩。该项目利用的研究表明，认知评估和学生 SE 自我报告可以解释 60% 以上的中学数学成绩。该项目将展示针对参与、社交情感学习和学术指导的具体基于证据的个性化干预措施，以提高个性化学习者的数学成绩。这种方法将通过解决认知和SE技能的个体差异来推进参与度研究的现状。这项研究将采用纵向随机对照试验，样本量大，代表广泛的社会经济地位、种族和民族。这种严格的设计将提高预测有效性和能力，以有效解决学习者的差异性，并在不同的学生群体中展示成果。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。