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I。这限制了他们追求STEM兴趣，培训和职业的能力。在这个有前途的方法，以支持学习者，研究人员将研究使用各种知觉线索嵌入在线数学材料的中学生，在努力评估是否操纵材料中的视觉知觉线索，如颜色和间距，影响学习和性能，引导学生的注意力在解决问题的关键信息。结果将提供不同类型的感知线索是否以及如何工作，以提供低成本，有效的教学支持，在线数学学习环境，将更好地为学生准备代数和更高层次的数学的理解。有人建议，观看线索，突出相关的数学结构将支持即时性能和学习，但观看线索，打破模式或结构的符号，结合培训，将支持更大的保留。本研究的目的是实施两个实验研究，探讨数学符号中的一致和不一致知觉线索是否以及如何影响中学生的操作顺序的表现，学习和保持，并了解知觉线索如何在数学实践中创造理想的困难，或生产性的斗争。研究一将通过实验操作和检验数学符号知觉线索对中学生操作顺序问题的个体效应。研究二采用3×3析因设计，系统地考察了一致性知觉线索和不一致性知觉线索对学生操作顺序表现、学习和记忆的个体效应和协同效应。此外，这两项研究将调查学生的先验知识，数学焦虑和知觉处理技能是否会缓和知觉线索的影响。这个项目将产生知觉线索对学生的数学成绩，学习和保持的作用的证据，包括一致与不一致的知觉线索的效果的任何差异的初步证据，以及这些知觉效果的变化是否协同影响学习。该项目由EDU核心研究（ECR）计划资助，该计划支持STEM学习和学习环境的基础研究，扩大STEM参与，以及STEM劳动力发展。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。