Building a mathematical problem-solving environment to prepare K-5 students for success in STEM and health careers.

项目总结/摘要 有一个合格的人在STEM追求职业生涯的巨大需求（努南， 2017年）。然而，缺乏坚实的数学基础意味着学生不太可能 追求STEM专业和职业（陈，2013;格里菲斯，2010;黄，Taddese，&沃尔特，E， 2000; Kokkelenberg & Sinha，2010; Lowell et.例如，2009; Seo，Shen & Alfaro，2019）。学生 来自低收入家庭、妇女和代表性不足的少数民族的学生也不太可能主修 在STEM（Bettinger，2010; Griffith，2010; Hill，Corbett & Rose，2010; Kokkelenberg & Sinha， 2010年）。提高小学阶段的数学学习对于确保孩子们 重要的基础技能和强大的自我效能感信念，能够在以后取得成功 数学和追求事业在干。有了这个快速通道赠款，我们建议建立一个 数学问题解决环境Teachley Problem Solving（TPS），将 小学生学习解决数学问题的方法。TPS将包括一套数字化工具， 帮助学生理解和分类问题的潜在结构，使用清晰的视觉效果， 对问题的数学模型进行建模，并构建强有力的数学论证。的 环境还将集成到ASSISTments中，ASSISTments是由The 助理基金会和伍斯特理工学院。 结果。该提案将鼓励两个主要成果，即：1）改善 学生数学成绩和2）增加数学自我效能感。一个关键的研究目标是 确定支持小学生使用数字解决问题工具是否有助于他们 与典型教学相比，培养更强的解决问题的能力。我们还预计 使用具有实时反馈的引人入胜的工具也将增强学生的动力， 数学自我效能感 提高小学阶段学生的学业成绩和数学自我效能感 将促进以后在高中数学中的成功。因为高等数学的数量 学生参加的课程与完成STEM学位的可能性相关（Chen，2013）a 这一提议的最终结果是增加了在STEM领域从事职业的学生人数。

Project Summary/Abstract There is an enormous need for qualified people to pursue careers in STEM (Noonan, 2017). However, the lack of a strong foundation in mathematics means students are less likely to pursue STEM majors and careers (Chen, 2013; Griffith, 2010; Huang, Taddese, & Walter, E, 2000; Kokkelenberg & Sinha, 2010; Lowell et. al., 2009; Seo, Shen & Alfaro, 2019). Students from low-income families, women, and underrepresented minorities are also less likely to major in STEM (Bettinger, 2010; Griffith, 2010; Hill, Corbett & Rose, 2010; Kokkelenberg & Sinha, 2010). Improving math learning in the elementary grades is important to ensure children have the essential foundational skills and strong self-efficacy beliefs to be able to succeed with later mathematics and pursue careers in STEM. With this Fast-Track grant, we propose to build a mathematical problem-solving environment, Teachley Problem Solving (TPS), to transform the way elementary students learn to solve math problems. TPS will include a set of digital tools to help students understand and classify the underlying structure of problems, use clear visuals to model the mathematics of the problems, and construct strong mathematical arguments. The environment will also integrate into ASSISTments, a math curriculum platform built by The ASSISTments Foundation and Wooster Polytechnic Institute . Outcomes. The proposal will encourage two main outcomes, namely: 1) improved student math achievement and 2) increased math self-efficacy. A key research aim is to determine whether supporting elementary students with digital problem-solving tools helps them develop stronger problem-solving skills as compared to typical instruction. We also anticipate that using the engaging tools with real-time feedback will also bolster students’ motivation and self-efficacy in mathematics. Improving students’ academic outcomes and math self-efficacy during elementary school will promote later success in high school mathematics. Since the number of advanced math classes students take is correlated with likelihood to complete a STEM degree, (Chen, 2013) a distal outcome of this proposal is increasing the number of students pursuing careers in STEM.