Examining and Promoting Math Engagement for Families with Young Children

检查和促进有幼儿家庭的数学参与

• 批准号: 2222218
• 负责人: Mary DePascale
• 金额: $ 30万
• 依托单位: Boston College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2222218&HistoricalAwards=false
• 关键词: Examining; Promoting; Math; Engagement; Families

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). Family engagement in early math can include daily activities and interactions that relate to numbers which are important for young children’s learning and development. However, there is significant variation in the amount and types of this kind of family engagement. Understanding how to promote engagement in early math is critical, especially for children from disadvantaged backgrounds. The goals of this project are to: (a) examine how families engage in math and (b) work with families to design and implement an intervention to promote family engagement in math. The findings from the project have the potential to contribute to the fields of STEM education, early childhood education, and developmental psychology. The project is also designed to build family interest and engagement in early math, which can support children from socioeconomically diverse backgrounds in pursuing STEM studies and careers. Although there is increasing evidence that family engagement in early math starts children on a positive math learning trajectory, more work is needed to understand how to promote engagement in early math, particularly for children from disadvantaged backgrounds. This project takes a strengths-based approach to examining family math engagement, with three primary objectives. First is to examine how families currently engage with math in their daily routines and what factors contribute to engagement. Second is to design and implement a family engagement intervention, building upon families’ experiences and opportunities to engage in math in their daily routines. Third is to examine the role of the intervention in terms of parental beliefs about math, family math engagement, and child math interest and performance. Resulting analyses have the potential to deepen understanding of math development and for developing evidence-based tools and guidance to support children’s learning and interests in math. The study design will use multiple methods, including focus group interviews, naturalistic observations of family math engagement, and the co-design of an experimental intervention with families recruited from Head Start preschool classrooms. Overall, the project aims to extend prior research on family math engagement including naturalistically-informed and rich family-reported perspectives. The project has potential for direct applications for families and educators that may further ongoing efforts to support children from socioeconomically diverse backgrounds thereby better positioning them to pursue future STEM studies and careers.The project responds to the STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) program that aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field. The project is also partially supported by the NSF’s EHR Core Research Building Capacity in STEM Education Research (ECR: BCSER) program which is designed to build investigators’ capacity to carry out high-quality STEM education research.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.

该奖项全部或部分由《2021年美国救援计划法案》（公法117-2）资助。家庭参与早期数学可以包括与数字相关的日常活动和互动，这对幼儿的学习和发展很重要。然而，这种家庭参与的数量和类型存在显著差异。了解如何促进早期数学的参与是至关重要的，特别是对于来自弱势背景的孩子。这个项目的目标是：(a)检查家庭如何参与数学，(b)与家庭合作设计和实施干预措施，以促进家庭参与数学。该项目的研究结果有可能为STEM教育、幼儿教育和发展心理学领域做出贡献。该项目还旨在培养家庭对早期数学的兴趣和参与，这可以支持来自不同社会经济背景的儿童追求STEM学习和职业。尽管越来越多的证据表明，家庭参与早期数学教育可以让孩子走上积极的数学学习轨道，但我们需要做更多的工作来了解如何促进早期数学教育，尤其是对来自弱势背景的孩子。该项目采用基于优势的方法来检查家庭数学参与情况，主要有三个目标。首先是研究目前家庭如何在日常生活中接触数学，以及哪些因素有助于接触数学。其次是设计和实施家庭参与干预，以家庭的经验和机会为基础，在日常生活中参与数学。第三，从父母对数学的信念、家庭对数学的投入、儿童对数学的兴趣和表现等方面考察干预的作用。结果分析有可能加深对数学发展的理解，并开发基于证据的工具和指导，以支持儿童对数学的学习和兴趣。研究设计将采用多种方法，包括焦点小组访谈，家庭数学参与的自然观察，以及与从学前教育教室招募的家庭共同设计实验干预。总体而言，该项目旨在扩展先前对家庭数学参与的研究，包括自然知识和丰富的家庭报告视角。该项目有可能直接应用于家庭和教育工作者，这可能会进一步努力支持来自不同社会经济背景的儿童，从而更好地为他们未来的STEM学习和职业定位。该项目响应STEM教育博士后研究奖学金（STEM Ed PRF）计划，旨在提高STEM， STEM教育，教育和相关学科的近期博士的研究知识，技能和实践，以促进他们从事基础和应用研究的准备，从而推进该领域的知识。该项目还得到了NSF EHR STEM教育研究核心研究能力建设（ECR: BCSER）项目的部分支持，该项目旨在培养研究人员开展高质量STEM教育研究的能力。该奖项反映了美国国家科学基金会的法定使命，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。