Examining the Effects of Perceptual Cues on Middle School Students’ Online Mathematical Reasoning and Learning

检查感知线索对中学生在线数学推理和学习的影响

• 批准号: 2300764
• 负责人: Erin Ottmar
• 金额: $ 66.76万
• 依托单位: Worcester Polytechnic Institute
• 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: 2023-06-01 至 2026-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300764&HistoricalAwards=false
• 关键词: Examining; Effects; Perceptual; Cues; Middle

Many students lack the necessary procedural and conceptual knowledge to progress beyond Algebra I. This limits their ability to pursue STEM interests, training, and careers. In this promising approach to giving support to learners, investigators will study the use various perceptual cues embedded in online math materials for middle school students in an effort to evaluate whether manipulating the visual perceptual cues in the materials, such as coloring and spacing, influence learning and performance by directing students’ attention towards key pieces of information during problem solving. The outcomes will provide an understanding of whether and how different types of perceptual cues work in order to provide low-cost, and effective instructional support in online math learning environments that will better prepare students for algebra and higher-level mathematics. It is proposed that viewing cues that highlight relevant mathematical structures will support immediate performance and learning, but that viewing cues that break the pattern or structure of the notations, in combination with training, will support greater retention. The purpose of this research is to implement two experimental studies that investigate whether and how congruent and incongruent perceptual cues within math notation influence middle school students’ order-of-operations performance, learning, and retention, and to understand how perceptual cues create desirable difficulties, or productive struggles, in mathematics practice. Study 1 will experimentally manipulate and test the individual effects of perceptual cues in math notation on middle school students’ performance on order-of-operations problems. Study 2 will use a 3×3 factorial design to systematically test the individual and synergistic effects of congruent and incongruent perceptual cues on students’ order-of-operations performance, learning, and retention. Additionally, both studies will investigate whether students’ prior knowledge, math anxiety, and perceptual processing skills moderate the effects of perceptual cues. This project will produce evidence of the roles of perceptual cues on students’ math performance, learning, and retention, including preliminary evidence of any differences in the effects of congruent vs. incongruent perceptual cues, and whether these variations in perceptual effects influence learning synergistically. This project is funded by the EDU Core Research (ECR) program, which supports fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.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.

许多学生缺乏必要的程序和概念知识，无法超越代数。这限制了他们追求STEM兴趣，培训和职业的能力。在这种向学习者提供支持的承诺方法中，调查人员将研究中学生嵌入在线数学材料中的各种感知提示，以评估是否操纵材料中的视觉感知提示，例如着色和间距，例如，通过将学生的注意力引导到解决问题期间的关键信息，以影响学习和表现。结果将提供对是否以及如何在线数学学习环境中提供低成本和有效的教学支持，以更好地为学生提供代数和高级数学的准备，以提供不同类型的感知提示。有人提出，观看强调相关数学结构的提示将支持立即的表现和学习，但是查看破坏符号模式或结构的提示以及结合培训将支持更大的保留。这项研究的目的是实施两项实验研究，研究数学符号中的一致性和不一致的感知线索是否影响中学生的操作顺序，学习和保留订单，并了解感知性线索如何在数学实践中造成理想的困难，或者是如何产生可取的困难或生产性斗争。研究1将通过实验操纵和测试数学符号中知觉提示对中学学生对运营顺序问题的表现的个人影响。研究2将使用3×3阶乘设计系统地测试一致性和不一致的感知线索对学生的操作顺序，学习和保留的个人和协同影响。此外，两项研究都将调查学生的先验知识，数学焦虑和感知处理能力是否可以缓解知觉提示的影响。该项目将产生感知线索在学生数学表现，学习和保留率上的作用的证据，包括初步证据表明，一致性和不一致感知线索的影响的任何差异，以及感知影响中的这些变化是否会影响学习的学习能影响。该项目由EDU Core Research（ECR）计划资助，该计划支持有关STEM学习和学习环境，扩大STEM的参与以及STEM Workforce Development的基础研究。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响审查标准来通过评估来通过评估来支持的。