Talking Maths: Bridging the gap through talk in Early Years mathematics

谈论数学：通过幼儿数学的谈论来弥合差距

• 批准号: DP220102744
• 负责人: Dr Carol Murphy
• 金额: $ 25.83万
• 依托单位: University of Tasmania
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2022
• 资助国家: 澳大利亚
• 起止时间: 2022-12-01 至 2025-11-30
• 项目状态: 未结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP220102744
• 关键词: Talking; Maths; Bridging; gap; through

The study aims to address the gap in mathematical performance in Australia in relation to socioeconomic status (SES) by focusing on language and learning in mathematics. The study will design and evaluate a school-based intervention that positions language through talk as a key resource in teaching mathematics in Grades 1 and 2. Outcomes of the study will be empirical evidence of the effect of a language-based pedagogy on young students' achievement in mathematics and further understanding of the relationship between talk and learning. These outcomes will inform policy and teacher education and have a long lasting impact on low SES students' educational and work opportunities with ultimate impact on economic and cultural prosperity.

这项研究旨在通过关注语言和数学学习来解决澳大利亚在数学成绩方面与社会经济地位(SES)的差距。这项研究将设计和评估一项以学校为基础的干预措施，将通过交谈的语言定位为一年级和二年级数学教学的关键资源。研究结果将成为以语言为基础的教学法对青少年学生数学成绩影响的实证证据，并进一步了解谈话与学习之间的关系。这些结果将为政策和教师教育提供信息，并对低SES学生的教育和工作机会产生长期影响，最终影响经济和文化繁荣。