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

构建数学解决问题的环境，为 K-5 学生在 STEM 和健康职业生涯中取得成功做好准备。

• 批准号: 10480264
• 负责人: Kara Carpenter
• 金额: $ 24.85万
• 依托单位: TEACHLEY, LLC
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-04-15 至 2022-10-14
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10480264
• 关键词: Belief; Child; Computer software; Data; Distal; Educational Curriculum; Ensure; Environment; Feedback; Foundational Skills; Foundations; Geometry; Goals; Grant; Health; High School Student; Ingestion; Institutes; Instruction; Investments; Lead; Learning; Low income; Marketing; Mathematics; Mathematics Curriculum; Minority; Modeling; Outcome; Performance; Persons; Phase; Problem Sets; Problem Solving; Research; STEM field; Sales; Science, Technology, Engineering and Mathematics; Self Efficacy; Structure; Students; Testing; Time; Underrepresented Minority; Visual; Woman; career; dashboard; data tools; design; digital; education resources; elementary school; fifth grade; formative assessment; high school; improved; intervention effect; lower income families; mathematical ability; mathematical learning; mathematical model; mathematical theory; prototype; skills; student participation; success; teacher; tool; usability

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.

项目摘要/摘要 对于合格的人来说，在STEM(Noonan， 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(Chen，2013；Griffith，2010；Huang，Taddese，&Walter，E， 2000年；Kokkelenberg&Sinha，2010；Lowell et.等人，2009年；Seo，Shenen&Alfaro，2019)。学生 来自低收入家庭的妇女和代表不足的少数族裔也不太可能 在STEM(Bettinger，2010；Griffith，2010；Hill，Corbett&Rose，2010；Kokkelenberg&Sinha， 2010)。改善小学年级的数学学习对于确保孩子们有 基本的基础技能和强烈的自我效能感信念，能够在以后取得成功 数学和追求STEM的职业生涯。有了这笔快速通道拨款，我们建议建立一个 数学问题解决环境，Teachley问题解决(TPS)，将 小学生学习解决数学问题的方法。TPS将包括一套数字工具，以 帮助学生理解和分类问题的基本结构，使用清晰的视觉效果 建立问题的数学模型，并构建强有力的数学论证。这个 环境还将集成到ASSISTments中，这是由 ASSISTments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 2)提高学生的数学自我效能感。一个关键的研究目标是 确定用数字问题解决工具支持小学生是否对他们有帮助 与典型的教学相比，培养更强的解决问题的技能。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机和 数学自我效能感。 小学阶段提高学生学业成绩和数学自我效能感的研究 会促进以后在高中数学上的成功。因为高等数学的数量 学生选择的课程与完成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就业的学生数量。