Equity and spatial reasoning in students’ mathematics development

学生数学发展中的公平和空间推理

• 批准号: DP170101755
• 负责人: Prof Thomas Lowrie
• 金额: $ 36.66万
• 依托单位: University of Canberra
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2017
• 资助国家: 澳大利亚
• 起止时间: 2017-01-01 至 2023-06-30
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP170101755
• 关键词: Equity; spatial; reasoning; students; mathematics

The project aims to understand the influence of Spatial-Reasoning on school mathematics. Spatial-Reasoning skills are a significant predictor of achievement in mathematics, and will become increasingly necessary in digital and dynamic environments. Opportunities for disadvantaged students to develop such reasoning skills are limited; they are typically not taught in schools. The project investigates the role and nature of Spatial-Reasoning in students’ mathematics development; and substantiates the long-term effect of a spatial learning programme on educationally disadvantaged students’ mathematics performance and reasoning. This project is expected to improve disadvantaged students’ spatial reasoning and mathematics skills and their life opportunities.

该项目旨在了解空间推理对学校数学的影响。空间推理能力是数学成绩的重要预测指标，在数字和动态环境中将变得越来越必要。处境不利的学生发展这种推理技能的机会有限;学校通常不教授这种技能。该项目调查空间推理在学生数学发展中的作用和性质，并证实了空间学习方案对教育上处于不利地位的学生的数学表现和推理的长期影响。该项目有望提高弱势学生的空间推理和数学技能，并改善他们的生活机会。