CAREER: Knowledge Exchange for Supporting Youth with or at Risk for Mathematics Difficulty

职业：知识交流，支持有数学困难或面临数学困难风险的青少年

• 批准号: 2237053
• 负责人: Jessica Rodrigues
• 金额: $ 138.07万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2028-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2237053&HistoricalAwards=false
• 关键词: CAREER; Knowledge; Exchange; Supporting; Youth

One of the most persistent challenges in education is the gap between research and classroom practice, meaning that research-informed recommendations and practices that could support students’ mathematics learning do not always reach the classroom. Students struggling with mathematics in upper elementary grades experience cascading difficulties and limited access to science, technology, engineering, and mathematics (STEM) fields. Improving how mathematics-focused education research is communicated to a teacher audience—using strategies that are useful and valuable from the teacher perspective—is one key avenue for mitigating consequences of the research-practice gap. This project will develop, assess, and refine innovative key abstracts (i.e., concise, infographic-type resources) for communicating mathematics-focused practitioner articles with a teacher audience. Teacher perspectives will be embedded throughout the project to inform key abstract design. The project also involves a collaboration with the university disability center to provide funded research opportunities in STEM education to university students with disabilities.This project builds on a sequence from a systematic journal analysis that will develop a database of practitioner articles for subsequent project studies; to a qualitative exploration of teachers’ perceptions of key abstracts; to a mixed methods study; and finally, to an experimental pretest-posttest control group design to investigate the impact of abstract types on teachers’ perceptions and behavioral intentions. The context for the research is communication of mathematics-focused practitioner articles for supporting upper elementary students with or at risk for mathematics difficulty. As noted, promoting students’ mathematics and overall STEM achievement is a critical need in the United States. The focus of the research aligns with and advances in the PI’s early-career research program. Project outcomes hold potential for empowering researchers, teachers, and students. Researchers will have strategies grounded in evidence for improving their communication which may, in turn, support use of effective mathematics practices in the classroom that bolster student outcomes.This is a Faculty Early Career Development Program project responsive to a National Science Foundation-wide activity that offers the most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education. The proposal was submitted to the Discovery Research K-12 program, which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers.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.

教育中最持久的挑战之一是研究与课堂实践之间的差距，这意味着可以支持学生数学学习的研究建议和实践并不总是到达课堂。在小学高年级与数学斗争的学生经历级联困难和有限的科学，技术，工程和数学（STEM）领域。改善如何将以教育学为重点的教育研究传达给教师受众使用从教师角度来看有用和有价值的策略是减轻研究与实践差距后果的一个关键途径。该项目将开发、评估和完善创新的关键摘要（即，简明的信息图表类型的资源），用于与教师受众交流以药物学为重点的从业者文章。教师的观点将嵌入整个项目，以告知关键的抽象设计。该项目还涉及与大学残疾人中心合作，为残疾大学生提供资助的STEM教育研究机会，该项目建立在一个序列的基础上，从系统的期刊分析，将开发一个从业者文章数据库，用于随后的项目研究;教师对关键摘要的看法的定性探索;混合方法研究;最后，采用前测-后测控制组设计，考察抽象类型对教师知觉和行为意图的影响。研究的背景是交流以数学为中心的从业者文章，以支持有数学困难或有数学困难风险的小学高年级学生。 如前所述，促进学生的数学和整体STEM成绩是美国的一个关键需求。 研究的重点与PI的早期职业研究计划保持一致并取得进展。项目成果具有增强研究人员、教师和学生能力的潜力。 研究人员将有基于证据的策略来改善他们的沟通，反过来，支持在课堂上使用有效的数学实践，提高学生的成绩。这是一个教师早期职业发展计划项目，响应国家科学基金会范围内的活动，提供最负盛名的奖项，以支持早期-职业教师谁有潜力作为学术研究和教育的榜样。该提案提交给了探索研究K-12计划，该计划旨在显著提高K-12学生和教师的科学，技术，工程和数学的学习和教学。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。