Examining Potential Causal Connections and Mechanisms between Children's Block Play and Mathematics Learning

检查儿童积木游戏与数学学习之间的潜在因果关系和机制

• 批准号: 2309657
• 负责人: Sara Schmitt
• 金额: $ 134.74万
• 依托单位: University of Oregon Eugene
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-12-15 至 2024-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2309657&HistoricalAwards=false
• 关键词: Examining; Potential; Causal; Connections; Mechanisms

The purpose of this project is to further develop, refine, and evaluate a research-based STEM learning tool (i.e. block play) that tests theories of mathematical learning. Block play is common in preschool settings and is a context in which mathematics skill development may occur. Although a growing body of work has linked block play to mathematical development, there remains little causal evidence to support these relationships. The first objective of the project is to empirically evaluate the impacts of different types of block play on children’s mathematics. The second objective is to evaluate the extent to which children’s mathematical language (spatial and quantitative), spatial skills, and executive function are mechanisms that link block play with children’s mathematical learning. Results from this study will contribute to the theoretical understanding of how and why block play may influence the development of early mathematics, a key component of STEM and school readiness. Finally, this study will advance the research base about low-cost, feasible, and effective strategies for improving childrens’ mathematics learning. To meet the goals of this project, the project team will conduct a randomized controlled trial in which children from low-income backgrounds will be randomly assigned to one of three conditions: unstructured block play, semi-structured block play, or a business-as-usual control group. The block play sessions will be conducted with small groups of children and will be video recorded. It is hypothesized that children who participate in either of the block play conditions will demonstrate greater gains in mathematics compared to children in the business-as-usual condition. Further, it is expected that children in the semi-structured block play condition will experience greater gains in mathematics relative to children in the unstructured condition. The team will also test the extent to which mathematical language ability, spatial ability, and executive function are potential mechanisms that may underlie the association between block play and mathematics. It is hypothesized that gains in mathematical language and spatial skills will mediate the links between both intervention conditions and gains in mathematical learning. However, it is possible that executive function will only be a mechanism between the semi-structured block play condition and mathematics. The project will integrate research findings into classroom instruction, engage in-service teachers in intervention development, provide an early mathematics teacher training, and make all intervention materials publicly available. This project is supported by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development, with co-funding by the Discovery Research PreK-12 (DRK-12) program.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.

该项目的目的是进一步开发，完善和评估基于研究的STEM学习工具（即块发挥），测试数学学习理论。积木游戏在学前教育环境中很常见，并且是数学技能发展可能发生的背景。虽然越来越多的研究将积木游戏与数学发展联系起来，但仍然没有什么因果关系的证据来支持这些关系。该项目的第一个目标是实证评估不同类型的积木游戏对儿童数学的影响。第二个目标是评估儿童的数学语言（空间和数量），空间技能和执行功能的程度是链接块游戏与儿童的数学学习的机制。这项研究的结果将有助于从理论上理解积木游戏如何以及为什么会影响早期数学的发展，这是STEM和入学准备的关键组成部分。最后，本研究为低成本、可行、有效的促进儿童数学学习策略的研究提供了基础。为了实现这个项目的目标，项目团队将进行一项随机对照试验，其中来自低收入背景的儿童将被随机分配到三种条件之一：非结构化块游戏，半结构化块游戏，或一切照旧的对照组。积木游戏将与小团体的儿童进行，并将录像。据推测，儿童谁参加任何一个块发挥条件将表现出更大的收益，在数学相比，儿童在一切照旧的条件。此外，预计在半结构化块游戏条件下的儿童将经历更大的收益，在数学相对于儿童在非结构化条件。该团队还将测试数学语言能力、空间能力和执行功能在多大程度上是可能构成积木游戏和数学之间联系的潜在机制。据推测，在数学语言和空间技能的收益将调解干预条件和收益之间的联系在数学学习。然而，执行功能可能只是介于半结构化的积木游戏条件和数学之间的一种机制。该项目将把研究结果纳入课堂教学，让在职教师参与干预开发，提供早期数学教师培训，并公开提供所有干预材料。 该项目得到了EHR核心研究（ECR）计划的支持，该计划支持推进STEM学习和学习环境的基础研究，扩大STEM参与和STEM劳动力发展的工作。由Discovery Research PreK-12（DRK-12）共同资助该奖项反映了NSF的法定使命，并通过使用基金会的智力价值进行评估，被认为值得支持和更广泛的影响审查标准。