Overview: Multisystemic Approach to Early Math Development and Math Learning Disability

项目摘要--总体 学龄前儿童对核心数字概念(如基数)的理解有很大差异。 以及相关技能(例如，计数；Geary&VanMarle 2016)，这反过来又是对未来个人的预测 在入学时准备好学习正规数学的差异(Geary等人)2018)和数学学习风险 残疾(LD；Chu等人)2019年)。以儿童为中心的干预措施缩小了这些差距(Dumas等人)。2019年)但是 患有淡出，因此通常不会带来长期利益(Bailey，2019)。类似的淡出是 对少年犯进行个体化治疗，但持续的进步可以通过以下方式实现 涉及儿童、家庭和学校的多系统干预(亨格勒等人)。2009)，是时候 为LD考虑这种方法，并培训下一代LD研究人员采取多系统的 透视。研究核心将为发展提供独特和迫切需要的基础 多系统--包括儿童、父母、家庭环境和教室--干预 学龄前儿童长期存在数学困难的风险，包括数学学习困难。主元件 将对算术相关的家庭环境进行有史以来最彻底的评估， 包括对家长数学成绩的评估，以及与家长数学对话的复杂性 儿童，与学龄前儿童的核心数字发展有关(Zippert&Rittle-Johnson 2020)。这个 课堂部分将包括教师报告和对学生参与情况的直接观察 学习机会和课堂上呈现的数学的复杂性。以儿童为中心 评估将侧重于核心数字知识和技能的纵向发展 预测未来学校对数学学习的准备和数学学习的风险(Chu等人)。2019年；Geary等人。2018年)。 这一雄心勃勃的组合将实现对多个背景和 促进儿童早期数学发展的以儿童为中心的因素，包括 以后学习数学的风险。领导力核心与研究核心无缝集成，以提供 开展以儿童为中心、以家庭和课堂为中心的评估的培训和经验 围绕确定影响核心概念知识和技能发展的因素 这些都是准备在学校学习数学的基础，也是以后数学学习的风险(Chu et 等人，2019年；Geary等人，2018年)。PI和Co-IS在认知科学、亲子关系方面拥有专业知识 动态、公共政策和干预研究，反过来将提供广泛和独特的指导 为研究生和博士后研究员提供经验。学员还将获得有价值的 家庭评估、课堂观察、认知和成就方面的经验 评估和洞察公共政策决策如何受到基础研究的影响。

Project Summary - Overall There is substantive variation in preschooler’s understanding of core number concepts (e.g., cardinality) and associated skills (e.g., counting; Geary & VanMarle 2016) that in turn is predictive of later individual differences readiness to learn formal math at school entry (Geary et al. 2018) and risk of math learning disabilities (LD; Chu et al. 2019). Child-centered interventions reduce these gaps (Dumas et al. 2019) but suffer from fade out and thus do not typically confer long-term benefits (Bailey, 2019). Similar fade out is found with individual therapy with young offenders, but sustained gains can be achieved with multisystemic interventions involving the child, home, and school (Henggeler et al. 2009), and it is time to consider this approach for LD and train the next generation of LD researchers to take a multisystemic perspective. The Research Core will provide a unique and much-need foundation for the development of multisystemic – including child, parents, home environment, and classroom – interventions for preschoolers who are at risk for long-term math difficulties, including math LD. The home component will provide the most thorough assessment ever conducted of the numeracy-related home environment, including assessment of parent’s math achievement and the complexity of the math-talk with their children, as related to preschoolers’ core number development (Zippert & Rittle-Johnson 2020). The classroom component will include teacher-report and direct observation of students’ engagement in learning opportunities and the complexity of the math presented in classrooms. The child-centered assessments will focus on the longitudinal development of the core number knowledge and skills that predict later school readiness for math learning and risk of math LD (Chu et al. 2019; Geary et al. 2018). This ambitious combination will enable the first-ever dynamic assessment of the multiple contextual and child-centered factors that contribute to children’s early math development, including factors that indicate risk of later math LD. The Leadership Core is seamlessly integrated with the Research Core to provide training and experiences in conducting child-, home-, and classroom-centered assessments, all organized around identifying the factors that influence the development of the core conceptual knowledge and skills that are the foundation for readiness for math learning at school entry and risk of later math LD (Chu et al., 2019; Geary et al., 2018). The PI and Co-Is have expertise in cognitive science, parent-child dynamics, public policy, and intervention research that in turn will provide a broad and unique mentoring experience for graduate students and a post-doctoral fellow. Mentees will also obtain valuable experiences with in-home assessments, classroom observations, and cognitive and achievement assessments and insights into how public policy decisions are influenced by basic research.