Deep Fractions Learning: A Core Curriculum of Games, Inquiry, and Collaboration

项目概要/摘要 由于COVID-19，美国学校和地区向远程学习的过渡已经 对管理人员、教育工作者、学生和家庭都充满了挑战。学校和地区 管理员们正在争先恐后地寻找硬件和软件解决方案， 尽可能地保护他们的家人。教育工作者首次使用各种新技术， 很少的培训和支持。家庭正在平衡工作和生活需求， 孩子们的学习。即使在正常的课堂教学中，学习困难的学习者往往不会 与同龄人一样受益于自适应学习技术，这些技术可以 在正常情况下加剧了成就差距（Steenbergen-Hu &库珀，2013）。在此 在远程学习期间，许多这些苦苦挣扎的学习者缺乏自我效能感，动机， 硬件/互联网连接，或适合集中工作的环境， 不可避免地导致进一步的学习损失。在COVID-19之前， 学生对分数的理解。研究表明，开始上中学的学生 对分数理解不好的人更有可能在以后的数学中遇到困难（西格勒 例如，2012年）。特别是，NIH SEPA计划已确定PreK-8年级数学为 高方案利益的领域（FOA PAR-20-153），因为它是这样一个基本的 为STEM和健康事业做好准备的组成部分。 有了这个对我们原始项目深度分数学习的管理补充，我们 建议调整课程，使之适用于远程/混合学习环境，并测试 课程可以在各种环境中实施。更具体地说，我们将确保 课程软件组件可使用各种设备访问，包括 智能手机、Chromebook和低端平板电脑。我们将调整教师仪表板， 教师在各种学习环境中进行规划：虚拟、面对面和混合。我们将 使用混合方法来评估教师如何使用课程的人，远程，或在一个 混合模型有了行政补充，我们便可以进行比较 小组研究，我们评估辅导对教师教学准备的影响 远程控制 结果。干预措施将鼓励学生取得四个直接成果，即 改进：1）分数的概念理解，2）分数的程序流畅性 操作，3）数学论证，以及4）动机是否亲自交付， 远程或使用混合模型。 提高学生在分数领域的学业成绩和自我效能， 小学数学会促进以后在高中数学中的成功。能够 在COVID危机期间继续高质量的教学和学习将确保更多 小学生对初中和高中数学的准备更好。因为每增加一个 学生在高中完成的数学课程是完成大学学业的两倍多 （阿德尔曼，2006年），干预有可能使一个真实的差异， 学生实现可持续的职业生涯，而不是陷入低薪工作。

Project Summary/Abstract The transition to remote learning for US schools and districts due to COVID-19 has been fraught with challenges for administrators, educators, students, and families. School and district administrators are scrambling to find hardware and software solutions that will work for as many of their families as possible. Educators are using various new technologies for the first time with little training and support. Families are balancing work and life demands with trying to manage their children’s learning. Even with normal classroom instruction, struggling learners often do not benefit from adaptive learning technologies as much as their peers, and these technologies can exacerbate the achievement gap in normal times (Steenbergen-Hu & Cooper, 2013). During this period of remote learning, many of these struggling learners lack self-efficacy, motivation, hardware/internet connectivity, or an appropriate environment for concentrated work, which will inevitably lead to further learning loss. Before COVID-19, there was already an enormous deficit in students’ understanding of fractions. Research shows that students who start middle school with poor understanding of fractions are more likely to struggle with later mathematics (Siegler et al., 2012). In particular, the NIH SEPA program has identified PreK-8th grade math as an area of high programmatic interest (FOA PAR-20-153), because it is such an essential component of being prepared for careers in STEM and health. With this administrative supplement to our original project, Deep Fractions Learning, we propose to adapt the curriculum for use in remote/blended learning contexts and test how the curriculum can be implemented in various settings. More specifically, we will ensure the curriculum software components are accessible using a wide variety of devices, including smartphones, Chromebooks, and low-end tablets. We will adapt the teacher dashboard to help teachers plan across a variety of learning environments: virtual, in-person, and blended. We will use mixed methods to evaluate how teachers use the curriculum in-person, remotely, or in a blended model. With the administrative supplement, we will be able to conduct a comparison group study, where we evaluate the impact of coaching on teachers’ preparedness to teach remotely. Outcomes. The intervention will encourage four direct outcomes for students, namely improved: 1) conceptual understanding of fractions, 2) procedural fluency with fractions operations, 3) mathematical justification, and 4) motivation whether delivered in-person, remotely, or using a blended model. Improving students’ academic outcomes and self-efficacy in the area of fractions during elementary school will promote later success in high school mathematics. Being able to continue high quality instruction and learning during the COVID crisis will ensure more elementary students are better prepared for middle and high school math. Since each additional math class students complete in high school more than doubles the odds of college completion (Adelman, 2006), the intervention has the potential to make a real difference in whether students achieve sustainable careers versus being stuck in low-wage jobs.