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

该项目的目的是进一步开发、完善和评估一种基于研究的STEM学习工具（即积木游戏），以测试数学学习理论。积木游戏在学前教育中很常见，是数学技能发展可能发生的环境。尽管越来越多的研究将积木游戏与数学发展联系起来，但仍然很少有因果证据支持这些关系。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在多大程度上是将积木游戏与儿童数学学习联系起来的机制。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，而早期数学是STEM和入学准备的关键组成部分。最后，本研究将为提高儿童数学学习的低成本、可行、有效的策略提供研究基础。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，来自低收入背景的孩子将被随机分配到三种情况中的一种：非结构化的积木游戏，半结构化的积木游戏，或者一切照旧的对照组。小组游戏将以小组形式进行，并将录像。据推测，参与任何一种积木游戏的儿童在数学方面的收获都要比正常情况下的儿童大。此外，预计在半结构化积木游戏条件下的儿童相对于非结构化条件下的儿童在数学方面会获得更大的收益。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可能是积木游戏和数学之间联系的潜在机制。假设数学语言和空间技能的提高将调解干预条件和数学学习成绩之间的联系。然而，执行功能可能只是半结构化块游戏条件和数学之间的一种机制。该项目将把研究成果融入课堂教学，让在职教师参与干预发展，提供早期数学教师培训，并公开所有干预材料。该项目由EHR核心研究（ECR）计划支持，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，并由发现研究PreK-12 （DRK-12）计划共同资助。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知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.