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

项目摘要中学是数学学习的关键节点，也是许多美国学生被甩在后面、远离数学的地方。这会产生持久的影响，因为这些学生进入高中时没有为大学预科课程做好准备，而大学预科课程将为他们提供更高的学术和职业机会。这个项目将调查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法来改善中学生的数学学习。题为Empires的数学干预是古代美索不达米亚的一项合作活动，它提供了一种多方面的方法，其中(1)丰富的、叙事性的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)多人协作导致同行教学和建模；(4)模拟提供了令人兴奋的挑战，提高了数学的复原力；以及(5)桥梁课程帮助将学习转移到多种环境，包括传统的标准化考试。该项目将为中学数学干预的研究基础做出贡献；技术在更广泛的数学教育中的应用；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增强了教师促进各种级别学习的能力，并提供及时的反馈，使来自不同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、坚持不懈，并通过代数进入STEM职业道路的大门。核心研究设计将采用为期一年的整群随机对照试验。学校将被随机分配到2024/25学年在七年级数学干预班级实施帝国，或者继续照常营业。这项研究的主要目的是确定帝国是否平均提高了数学成绩，学生的水平特征(如英语学习状况)是否缓和了帝国的影响，以及学生动机、数学韧性和同伴教学是否中介了帝国的影响。国家数学评估的学生成绩作为主要的结果衡量标准。其他关键措施包括(1)帝国平台自动收集的电子使用记录；(2)经过验证的学生调查量表，衡量动机、数学复原力和同伴教学调解人；以及(3)教师实施访谈和调查。研究人员将使用分层线性建模、控制既往成就和其他协变量来估计帝国的主要影响。主持人分析还将使用分层线性模型来检查帝国对包括英语学习者在内的与政策相关的子群体的学生的影响是否有所不同。结构方程模型将被用来评估学生动机、数学弹性和同伴教学是否在帝国对学生学习的影响中起中介作用。研究人员还将研究教师和学生执行忠诚度与学生成绩之间的关系。这项研究的发现将帮助研究人员和教育工作者更好地理解有效游戏的设计特征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，显著提高Pre-K-12学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。 -12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和经验上的证明。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。

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.