Assessing the Efficacy and Implementation of a Technology-based Mathematics Intervention for Middle School Students

评估基于技术的中学生数学干预的效果和实施

• 批准号: 2300444
• 负责人: Jessica Mislevy
• 金额: $ 304.71万
• 依托单位: SRI International
• 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 2027-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300444&HistoricalAwards=false
• 关键词: Assessing; Efficacy; Implementation; Technology; based

PROJECT ABSTRACT Middle school is a critical juncture for mathematics learning and a point where many U.S. students get left behind and turn away from mathematics. This has a lasting effect, as these students enter high school unprepared for the college preparatory courses that would set them up for more advanced academic and career opportunities. This project will investigate the potential of a novel approach to mathematics intervention that leverages the affordances of technology and evidence-based pedagogy to improve mathematics learning for middle school students. The mathematics intervention entitled EMPIRES is a collaborative activity set in Ancient Mesopotamia that offers a multifaceted approach in which (1) rich, narrative math problems increase conceptual comprehension; (2) animated representations of mathematics concepts support mathematical understanding; (3) multiplayer collaboration leads to peer instruction and modeling; (4) simulations offer exciting challenges that increase mathematics resiliency; and (5) a bridge curriculum aids transfer of learning to multiple contexts, including traditional standardized tests. This project will contribute to the research base on middle school math interventions; the application of technology to mathematics education more broadly; and the potential of educational technologies to support mathematics motivation, resiliency, and achievement for students, especially English learners. EMPIRES augments teachers’ ability to facilitate learning for a range of levels and provides timely feedback, allowing mathematics intervention teachers from a range of backgrounds to provide higher-quality learning experiences. This model could help English learners and other student groups underrepresented in STEM to stay motivated, persist, and pass the gateway of algebra into STEM career pathways. The core research design will employ a one-year cluster randomized controlled trial. Schools will be randomly assigned to implement EMPIRES in grade 7 mathematics intervention classes during the 2024/25 school year or continue with business as usual. The primary purpose of the study is to determine whether EMPIRES improves mathematics achievement on average, whether student-level characteristics (e.g. English learner status) moderate the effect of EMPIRES, and whether student motivation, mathematics resiliency, and peer teaching mediate the effects of EMPIRES. Student scores from the state mathematics assessment serve as the primary outcome measure. Other key measures include (1) electronic usage records automatically collected by the EMPIRES platform; (2) validated student survey scales measuring motivation, mathematics resiliency, and peer teaching mediators; and (3) teacher implementation interviews and surveys. Researchers will estimate the main effect of EMPIRES using hierarchical linear modeling, controlling for prior achievement and other covariates. Moderator analyses will also employ hierarchical linear modeling to examine whether the impact of EMPIRES varies for students across policy-relevant subgroups, including English learners. Structural equation modeling will be used to assess whether student motivation, mathematics resiliency, and peer teaching mediate the effects of EMPIRES on student learning. Researchers will also examine the relationship between teacher and student implementation fidelity and student achievement. Findings from this study will help researchers and educators better understand design characteristics of effective games and best practices for implementing them in educational settings, particularly in settings with higher percentages of English learners. The Discovery Research preK-12 program (DRK-12) 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. 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.

项目摘要中学是数学学习的关键时刻，也是许多美国学生落后于数学并远离数学的地方。这有一个持久的影响，因为这些学生进入高中没有准备的大学预科课程，将设置他们更先进的学术和职业机会。该项目将研究一种新的数学干预方法的潜力，这种方法利用技术和循证教育学的启示来改善中学生的数学学习。名为EMPIRES的数学干预是一项以古代美索不达米亚为背景的协作活动，提供了一种多方面的方法，其中（1）丰富的叙述性数学问题增加了概念理解;（2）数学概念的动画表示支持数学理解;（3）多人协作导致同伴指导和建模;（4）模拟提供了令人兴奋的挑战，增加了数学弹性;以及（5）桥梁课程有助于将学习转移到多种环境，包括传统的标准化考试。该项目将有助于对中学数学干预的研究基础;更广泛地将技术应用于数学教育;以及教育技术支持学生，特别是英语学习者的数学动机，弹性和成就的潜力。EMPIRES增强了教师促进各级学习的能力，并提供及时的反馈，使来自各种背景的数学干预教师能够提供更高质量的学习体验。这种模式可以帮助英语学习者和其他在STEM中代表性不足的学生群体保持积极性，坚持下去，并通过代数的大门进入STEM职业道路。核心研究设计将采用为期一年的整群随机对照试验。学校将被随机分配在2024/25学年在7年级数学干预班实施EMPIRES，或继续照常营业。本研究的主要目的是确定是否EMPIRES平均提高数学成绩，是否学生水平的特点（如英语学习者的地位）温和的EMPIRES的效果，以及是否学生的动机，数学弹性，和同伴教学介导的EMPIRES的效果。学生成绩从国家数学评估作为主要的结果衡量。其他主要措施包括：（1）EMPIRES平台自动收集的电子使用记录;（2）有效的学生调查量表，测量动机，数学弹性和同伴教学中介;（3）教师实施访谈和调查。研究人员将使用分层线性模型估计EMPIRES的主要影响，控制先前的成就和其他协变量。主持人分析还将采用分层线性模型来研究EMPIRES的影响是否因政策相关亚组（包括英语学习者）的学生而异。结构方程模型将被用来评估是否学生的动机，数学弹性，和同伴教学介导的EMPIRES对学生学习的影响。研究人员还将研究教师和学生之间的关系实施忠诚度和学生的成绩。这项研究的结果将有助于研究人员和教育工作者更好地了解有效游戏的设计特点和在教育环境中实施它们的最佳实践，特别是在英语学习者比例较高的环境中。探索研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。