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

这个小型企业创新研究(SBIR)第二阶段项目的更广泛影响将是通过在普通教育课堂上支持社会情感(SE)、认知和学术技能的整体方法，改善数学教学、参与度和成果。通过整合这些针对学生的数据来源，教师将能够有效地识别和解决干扰理解、保持、动机和参与的其他因素，所有这些因素都对学业结果至关重要。这种数据驱动的、可扩展的方法将准确地找出学生数学困难的个人原因，并提供基于证据的个性化干预。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利益。这项创新预计将对少数群体和女孩产生最大影响，他们在STEM中的动机和参与受到隐性偏见和陈规定型威胁的不成比例的影响。这一小型企业创新研究(SBIR)第二阶段项目将使教师能够利用数据解决学生在认知、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。这个项目利用了认知评估和学生自我报告可以解释60%以上的中学数学成绩的研究。该项目将展示基于证据的、个性化的参与、社交-情绪学习和学术指导的具体干预措施，以改善个性化学习者的数学结果。这一方法将通过解决认知和自我感觉技能的个体差异来促进对参与的研究现状。这项研究将以纵向随机对照试验为特色，以大样本代表广泛的社会经济地位、种族和民族。这一严谨的设计将发展预测有效性和能力，以有效地解决学习者的差异性，并在不同的学生群体中展示结果。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。

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.