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

项目摘要/摘要 由于新冠肺炎的缘故，美国学校和学区向远程学习的过渡已经 充满了对管理者、教育工作者、学生和家庭的挑战。学校和学区 管理员正在争先恐后地寻找适用于尽可能多的用户的硬件和软件解决方案 尽可能多地保护他们的家人。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的需求，同时努力管理 他们孩子的学习。即使有了正常的课堂教学，学习困难的学生往往也不会 从自适应学习技术中获益与其同行一样多，这些技术可以 在正常情况下加剧了成绩差距(Steenbergen-Hu&Cooper，2013)。在此期间 在远程学习期间，许多苦苦挣扎的学习者缺乏自我效能感、动机、 硬件/互联网连接，或集中工作的适当环境，这将 不可避免地会导致进一步的学习损失。在新冠肺炎之前，已经有巨大的赤字 在学生对分数的理解上。研究表明，刚上中学的学生 由于对分数的理解较差，分数更有可能在以后的数学中挣扎(西格勒) 等人，2012年)。特别是，NIH SEPA项目已经将8年级的学前数学确定为 具有高度方案兴趣的领域(FOA PAR-20-153)，因为它是如此重要 这是为STEM和卫生领域的职业做准备的组成部分。 有了这个对我们原始项目的行政补充，深度分数学习，我们 建议调整课程以适应远程/混合学习环境，并测试 课程可以在不同的环境中实施。具体地说，我们将确保 课程软件组件可使用多种设备访问，包括 智能手机、Chromebook和低端平板电脑。我们将调整教师仪表板以提供帮助 教师计划各种学习环境：虚拟环境、面对面学习环境和混合式学习环境。我们会 使用混合方法评估教师如何当面、远程或在 混合模型。有了行政补充，我们就可以进行比较 小组研究，我们评估辅导对教师教学准备的影响 远程的。 结果。这项干预措施将鼓励学生取得四项直接成果，即 改进：1)对分数的概念性理解，2)分数的程序流畅性 操作，3)数学论证，以及4)无论是面对面提供的激励， 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感 小学教育将促进高中数学成绩的提高。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的数学有更好的准备。由于每个额外的 数学课学生在高中完成学业的几率是大学毕业几率的两倍多 (阿德尔曼，2006)，干预有可能在以下方面产生真正的不同 学生实现了可持续的职业生涯，而不是被困在低工资的工作中。

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.