Pathways to Conceptual Knowledge of Decimals

小数概念知识的途径

• 批准号: 2300947
• 负责人: Jing Tian
• 金额: $ 81.54万
• 依托单位: Temple University
• 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: 2023-08-01 至 2023-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300947&HistoricalAwards=false
• 关键词: Pathways; Conceptual; Knowledge; Decimals

Mathematics proficiency is essential for success in STEM fields, but remains a challenge for many US students, particularly proficiency in understanding decimals and decimal arithmetic. The project aims to test whether optimizing practice problems can improve students’ competency with and understanding of decimals. Currently, students receive certain types of practice problems more frequently than other types of practice problems, an occurrence that may limit as well as interfere with students’ development a robust understanding of decimals. This project investigates whether providing balanced distributions of practice problems with immediate feedback can improve students’ knowledge of decimals and decimal arithmetic in middle school.The project includes three short-term intervention studies with 6th and 7th grade students. Study 1 will focus on decimal arithmetic and test whether completing balanced practice problems with immediate feedback will improve students’ procedural knowledge. The researchers will compare the effectiveness of balanced decimal arithmetic practice problems with immediate feedback, unbalanced practice problems that reflect typical practice problems presented in textbooks, and business-as-usual activities. Study 2 will focus on decimal magnitude knowledge and test whether procedural knowledge developed from balanced practice with immediate feedback will further improve conceptual knowledge, and whether additional scaffolding is needed. The researchers will compare effects of balanced practice with accuracy feedback, balanced practice with accuracy feedback and conceptual prompts, and balanced practice with no feedback. Study 3 will combine the interventions from Studies 1 and 2 to examine whether boosting students’ conceptual knowledge of decimal magnitudes leads to greater benefits from a subsequent decimal arithmetic intervention involving balanced practice problems with immediate feedback. Together, these studies will provide insight into the cognitive processes involved in developing decimal knowledge through balanced practice problem distributions. Further, the findings promise to set the foundation for large-scale school-based interventions aimed at improving children’s mathematical outcomes via an easily malleable factor in instructional materials – distributions of practice problems.This project is supported by NSF’s 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.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.

数学能力对于 STEM 领域的成功至关重要，但对许多美国学生来说仍然是一个挑战，特别是理解小数和十进制算术的能力。该项目旨在测试优化实践问题是否可以提高学生对小数的能力和理解。目前，学生遇到某些类型的练习题比其他类型的练习题更频繁，这种情况可能会限制并干扰学生对小数的深入理解。该项目调查提供平衡分布的练习题并立即反馈是否可以提高中学学生的小数和小数算术知识。该项目包括三项针对六年级和七年级学生的短期干预研究。研究 1 将重点关注十进制算术，并测试通过立即反馈完成平衡练习问题是否会提高学生的程序知识。研究人员将比较平衡十进制算术练习题与即时反馈、反映教科书中典型练习题的不平衡练习题以及一切照旧活动的有效性。研究2将重点关注十进制知识，并测试从平衡实践和即时反馈中发展而来的程序性知识是否会进一步改善概念性知识，以及是否需要额外的脚手架。研究人员将比较平衡练习与准确性反馈、平衡练习与准确性反馈和概念提示以及平衡练习与无反馈的效果。研究3将结合研究1和2的干预措施，以检验提高学生对十进制大小的概念知识是否会从随后的涉及平衡练习问题和即时反馈的十进制算术干预中带来更大的好处。总之，这些研究将深入了解通过平衡的练习问题分布开发十进制知识所涉及的认知过程。此外，研究结果有望为大规模的基于学校的干预措施奠定基础，旨在通过教学材料中易于延展的因素——练习题的分布来提高儿童的数学成绩。该项目得到了 NSF 的 EDU 核心研究 (ECR) 计划的支持。 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。该奖项反映了 NSF 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。