CAREER: Reframing Students' Graph Literacy with a Focus on Students' Thinking

职业：以学生思维为重点，重塑学生的图形素养

• 批准号: 2239316
• 负责人: Hwa Young Lee
• 金额: $ 97.23万
• 依托单位: Texas State University - San Marcos
• 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: 2023-02-15 至 2028-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2239316&HistoricalAwards=false
• 关键词: CAREER; Reframing; Students; Graph; Literacy

Graph literacy, the ability to comprehend, interpret, and use graphical representations, is critical for students to learn mathematics, to succeed in STEM coursework and careers, and to engage in informed participation in society. Undoubtedly, understanding and supporting students’ development of graph literacy is an important task educators, researchers, and curricula developers collectively share. Studies have documented secondary school students’ difficulties with graphical representations, yet, there is a need for theories focused on students’ mathematical thinking that can be used by mathematics teachers, teacher educators, and researchers to better support the development of students’ graph literacy in various domains of mathematics (e.g., algebra, statistics, geometry). This project examines middle school students’ graph literacy from an asset-based perspective, documenting the ways in which students think about graphs (i.e., their cognitive strategies and intuitive insights), and the ways in which instruction can build upon that thinking in order to support the development of graph literacy. Drawing from students’ graphical representations of real-life contexts (e.g., population growth) that span various mathematical domains, this program of research will develop a holistic theoretical framework that can inform mathematics instruction in multiple content areas. The framework will model the cognitive strategies and intuitive insights students build upon when reading and writing graphs, and map how students’ graph literacy changes and develops across the middle grades. Using a design-based methodology consisting of task-based clinical interviews with middle school students, this work will also iteratively design, test, and refine a set of empirically-tested graphing tasks for use by both teachers and researchers, a library of videos illustrating student thinking as they engage in graphing tasks, and publications and curricular materials for teachers and teacher educators.The award is funded in part by the Discovery Research preK-12 program (DRK-12) which 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. The award is also funded in part by the EDU Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in education.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.

图形素养，即理解、解释和使用图形表示的能力，对于学生学习数学、在 STEM 课程和职业生涯中取得成功以及在知情的情况下参与社会至关重要。毫无疑问，理解和支持学生图素养的发展是教育者、研究人员和课程开发者共同承担的重要任务。研究已经记录了中学生在图形表示方面的困难，然而，需要一种关注学生数学思维的理论，可供数学教师、教师教育工作者和研究人员使用，以更好地支持学生在数学各个领域（例如代数、统计、几何）的图形素养的发展。该项目从基于资产的角度考察中学生的图素养，记录学生思考图的方式（即他们的认知策略和直觉洞察力），以及教学如何建立在这种思维的基础上以支持图素养的发展。该研究项目将借鉴学生对跨越不同数学领域的现实生活背景（例如人口增长）的图形表示，开发一个整体理论框架，为多个内容领域的数学教学提供信息。该框架将对学生在阅读和编写图表时建立的认知策略和直观见解进行建模，并绘制学生的图表素养在中年级如何变化和发展的图谱。这项工作还将采用基于设计的方法，包括对中学生进行基于任务的临床访谈，迭代地设计、测试和完善一组经过实证检验的绘图任务，供教师和研究人员使用，展示学生在参与绘图任务时的思维的视频库，以及为教师和教师教育工作者提供的出版物和课程材料。该奖项的部分资金由 Discovery Research preK-12 计划 (DRK-12) 资助，该计划旨在 通过创新资源、模型和工具的研究和开发，显着增强学前班 12 年级学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学。 DRK-12 计划中的项目建立在 STEM 教育基础研究以及先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。该奖项的部分资金还来自 EDU 核心研究 (ECR) 计划。 ECR 项目强调基础 STEM 教育研究，产生该领域的基础知识。投资针对重要、广泛和持久的关键领域：STEM 学习和 STEM 学习环境、扩大 STEM 参与以及 STEM 劳动力发展。该计划支持积累强有力的证据，为理解、建立解释理论以及提出干预和创新建议以解决教育中持续存在的挑战提供信息。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。