Centre for Early Mathematics Learning

早期数学学习中心

基本信息

  • 批准号:
    ES/W002914/1
  • 负责人:
  • 金额:
    $ 1016.22万
  • 依托单位:
  • 依托单位国家:
    英国
  • 项目类别:
    Research Grant
  • 财政年份:
    2022
  • 资助国家:
    英国
  • 起止时间:
    2022 至 无数据
  • 项目状态:
    未结题

项目摘要

The Centre for Early Mathematics Learning (CEML) will transform our understanding of children's mathematics learning during the early years, and equip educators with the knowledge, tools and confidence to help children succeed. Success with mathematics is important for individuals and the wider economy. Higher levels of numeracy are associated with enhanced employment prospects and improved quality of life. However, many people struggle to develop the mathematics skills that they need to succeed, and this impacts economic productivity around the world. For example, the annual cost to the UK economy of poor mathematical skills is estimated to be up to £33bn (Smith, 2017). Difficulties with mathematics emerge from the start of school and once children have fallen behind their peers many struggle to catch-up. Disadvantage gaps have been exacerbated by the COVID-19 pandemic, increasing demand for effective interventions to support young children from all backgrounds. Consequently, improving the quality of early mathematics education has been recognised as a priority in the UK, and around the world. To ensure current and future generations of children develop the mathematics skills they need, we must understand the complex personal and environmental factors that influence mathematics learning and use this to design effective educational activities. In recent decades, advances have been made in identifying basic skills that predict success in mathematics learning, and yet these advances have not had positive impact on how we support children's early mathematics learning. This is a costly and missed opportunity, with far-reaching implications for individuals and wider society. CEML will take an interdisciplinary approach and learn from best practices internationally to address five challenges that currently prevent us from providing children from all backgrounds with the support they need:1. How do the foundations of mathematics learning emerge in the preschool years?2. What are the causal mechanisms that drive mathematics learning during primary school?3. How do children's experiences in early educational settings and at home influence their mathematical development?4. How do we design effective educational resources based on an understanding of mathematical learning processes?5. What are the most effective ways to impact educational practice?CEML will bring together 21 interdisciplinary experts from seven institutions incorporating insights and approaches from psychology, education, social policy, learning sciences and economics. We will employ a range of rigorous methodological approaches, including large-scale longitudinal and intervention studies as well as qualitative and mixed methods research, to provide multiple perspectives on understanding children's mathematics learning. We will attend closely to principles of equality, diversity and inclusion as they apply to families, teachers and schools, and consider the impact of socioeconomic background on children's learning. Our research will follow the highest standards of ethical approval and safeguarding. We will engage with end-users in all our research, working alongside teachers and early years practitioners to ensure that our work is informed by the needs and challenges of practice. We will co-produce effective resources to improve children's mathematics learning at home, in preschool and at school and develop high quality professional development to support parents, teachers and practitioners in using these resources. An Impact Panel of key stakeholders in early years education, including families and children, will steer our activities to ensure our work meets the needs of the early years community and drives future mathematics education policy in the UK and internationally. Career development and capacity building activities will deliver a cohort of highly trained ECRs and improve teachers' research literacy.
早期数学学习中心(CEML)将改变我们对儿童早期数学学习的理解,并为教育工作者提供帮助儿童成功的知识,工具和信心。数学的成功对个人和更广泛的经济都很重要。较高的算术水平与就业前景的改善和生活质量的提高有关。然而,许多人努力发展他们成功所需的数学技能,这影响了世界各地的经济生产力。例如,英国经济每年因数学技能差而造成的损失估计高达330亿英镑(Smith,2017)。数学上的困难从一开始就出现了,一旦孩子们落后于同龄人,许多人就很难赶上。2019冠状病毒病大流行加剧了劣势差距,增加了对有效干预措施的需求,以支持来自各种背景的幼儿。因此,提高早期数学教育的质量已被公认为英国和世界各地的优先事项。为了确保当前和未来几代儿童发展他们所需要的数学技能,我们必须了解影响数学学习的复杂的个人和环境因素,并利用这些因素来设计有效的教育活动。近几十年来,在确定预测数学学习成功的基本技能方面取得了进展,但这些进展并没有对我们如何支持儿童的早期数学学习产生积极影响。这是一个代价高昂的错失的机会,对个人和更广泛的社会具有深远的影响。CEML将采取跨学科的方法,并借鉴国际上的最佳做法,以解决目前阻碍我们为来自各种背景的儿童提供所需支持的五个挑战:1.数学学习的基础是如何在学前阶段出现的?2.小学阶段数学学习的驱动因素是什么?3.儿童在早期教育环境和家庭中的经历如何影响他们的数学发展?4.我们如何在理解数学学习过程的基础上设计有效的教育资源?5.影响教育实践的最有效方法是什么?CEML将汇集来自七个机构的21名跨学科专家,他们将从心理学、教育学、社会政策、学习科学和经济学等方面的见解和方法结合起来。我们将采用一系列严格的方法,包括大规模的纵向和干预研究以及定性和混合方法研究,以提供了解儿童数学学习的多个视角。我们将密切关注适用于家庭、教师和学校的平等、多样性和包容性原则,并考虑社会经济背景对儿童学习的影响。我们的研究将遵循最高标准的伦理批准和保护。我们将与最终用户参与我们所有的研究,与教师和早期从业者一起工作,以确保我们的工作了解实践的需求和挑战。我们将共同制作有效的资源,以改善儿童在家庭,学前班和学校的数学学习,并开发高质量的专业发展,以支持家长,教师和从业人员使用这些资源。在早期教育的主要利益相关者,包括家庭和儿童的影响小组,将引导我们的活动,以确保我们的工作满足早期社区的需求,并推动未来的数学教育政策在英国和国际。职业发展和能力建设活动将培养一批训练有素的幼儿园教师,提高教师的研究素养。

项目成果

期刊论文数量(10)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Parental Engagement and Out-of-School Mathematics Learning: Breaking Out of the Boundaries
家长参与和校外数学学习:突破界限
  • DOI:
  • 发表时间:
    2023
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Jay
  • 通讯作者:
    Jay
The Development of Intuitive and Analytic Thinking in Autism: The Case of Cognitive Reflection.
  • DOI:
    10.3390/jintelligence11060124
  • 发表时间:
    2023-06-20
  • 期刊:
  • 影响因子:
    3.5
  • 作者:
    Morsanyi, Kinga;Hamilton, Jayne
  • 通讯作者:
    Hamilton, Jayne
The componential nature of arithmetical cognition: some important questions.
  • DOI:
    10.3389/fpsyg.2023.1188271
  • 发表时间:
    2023
  • 期刊:
  • 影响因子:
    3.8
  • 作者:
    Dowker, Ann
  • 通讯作者:
    Dowker, Ann
Challenges in applying principles from cognitive science to the design of a school mathematics curriculum
将认知科学原理应用于学校数学课程设计的挑战
  • DOI:
    10.1002/curj.249
  • 发表时间:
    2024
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Foster C
  • 通讯作者:
    Foster C
Adding up fine motor skills: Developmental relations between manual dexterity and numerical abilities.
增加精细运动技能:手动灵活性和数字能力之间的发展关系。
  • DOI:
    10.1016/j.actpsy.2023.104087
  • 发表时间:
    2023
  • 期刊:
  • 影响因子:
    1.8
  • 作者:
    Gashaj V
  • 通讯作者:
    Gashaj V
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Camilla Gilmore其他文献

Mathematics Skills in Epilepsy: A Systematic Review and Meta-Analysis
  • DOI:
    10.1007/s11065-023-09600-8
  • 发表时间:
    2023-07-25
  • 期刊:
  • 影响因子:
    5.000
  • 作者:
    Belinda J. Poole;Natalie L. Phillips;Brittany L. Killer;Camilla Gilmore;Suncica Lah
  • 通讯作者:
    Suncica Lah
Nature and Origins of Mathematics Difficulties in Very Preterm Children: a Different Etiology than Developmental Dyscalculia Mathematics (prism) Study. N.m. Receives a Proportion of Funding from the Uk
极早产儿数学困难的性质和起源:与发展性计算障碍数学(棱镜)研究不同的病因。
  • DOI:
  • 发表时间:
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Victoria Simms;Camilla Gilmore;Lucy Cragg;Sarah Clayton;Neil Marlow;Samantha Johnson;London C G Is
  • 通讯作者:
    London C G Is
Transfer of congruency effects between Stroop and multiplication tasks: Evidence that retrieval of multiplication facts requires inhibitory control
斯特鲁普(Stroop)任务和乘法任务之间一致性效应的转移:乘法事实检索需要抑制控制的证据
  • DOI:
    10.1016/j.cognition.2024.106054
  • 发表时间:
    2025-03-01
  • 期刊:
  • 影响因子:
    2.800
  • 作者:
    Joanne Eaves;Camilla Gilmore;Shachar Hochman;Lucy Cragg
  • 通讯作者:
    Lucy Cragg
Measuring the acuity of the approximate number system in young children
测量幼儿近似数系统的敏锐度
  • DOI:
    10.1016/j.dr.2024.101131
  • 发表时间:
    2024-06-01
  • 期刊:
  • 影响因子:
    5.600
  • 作者:
    Attila Krajcsi;Dana Chesney;Krzysztof Cipora;Ilse Coolen;Camilla Gilmore;Matthew Inglis;Melissa Libertus;Hans-Christoph Nuerk;Victoria Simms;Bert Reynvoet
  • 通讯作者:
    Bert Reynvoet
Misconceptions of the order of operations and associativity use
对运算顺序和结合律使用的误解
  • DOI:
    10.1016/j.learninstruc.2024.102074
  • 发表时间:
    2025-06-01
  • 期刊:
  • 影响因子:
    4.900
  • 作者:
    Joanne Eaves;Nina Attridge;Camilla Gilmore
  • 通讯作者:
    Camilla Gilmore

Camilla Gilmore的其他文献

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{{ truncateString('Camilla Gilmore', 18)}}的其他基金

Skills Underlying Maths: Understanding the role of executive functions in the development of mathematics proficiency.
数学基础技能:了解执行功能在数学能力发展中的作用。
  • 批准号:
    ES/I037474/1
  • 财政年份:
    2012
  • 资助金额:
    $ 1016.22万
  • 项目类别:
    Research Grant
Uncovering the sources of arithmetic
揭示算术的来源
  • 批准号:
    ES/G007454/1
  • 财政年份:
    2009
  • 资助金额:
    $ 1016.22万
  • 项目类别:
    Research Grant

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玉米Edk1(Early delayed kernel 1)基因的克隆及其在胚乳早期发育中的功能研究
  • 批准号:
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REU Site: Visiting and Early Research Scholars' Experiences in Mathematics (VERSEIM-REU)
REU 网站:访问学者和早期研究学者的数学经历 (VERSEIM-REU)
  • 批准号:
    2349058
  • 财政年份:
    2024
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    $ 1016.22万
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    Standard Grant
Collaborative Research: Promoting Equity in Early Mathematics Education for Latinx Children in Head Start Programs
合作研究:在启蒙计划中促进拉丁裔儿童早期数学教育的公平性
  • 批准号:
    2224248
  • 财政年份:
    2023
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    $ 1016.22万
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    Standard Grant
Collaborative Research: Promoting Equity in Early Mathematics Education for Latinx Children in Head Start Programs
合作研究:在启蒙计划中促进拉丁裔儿童早期数学教育的公平性
  • 批准号:
    2224247
  • 财政年份:
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    $ 1016.22万
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Investigating Early Elementary Students' Computational Thinking Development in Integrated Mathematics-Coding Instruction
综合数学编码教学中小学生计算思维发展的调查
  • 批准号:
    2300357
  • 财政年份:
    2023
  • 资助金额:
    $ 1016.22万
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    Continuing Grant
An Empirical Study on the Development of a Mathematics Program for the Early Childhood and Elementary School Connections that Fosters Recognition of Pattern
关于开发幼儿和小学数学课程以促进模式识别的实证研究
  • 批准号:
    23K02421
  • 财政年份:
    2023
  • 资助金额:
    $ 1016.22万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
CAREER: Investigating young children's opportunities to learn mathematics in early childhood classrooms
职业:调查幼儿在幼儿教室学习数学的机会
  • 批准号:
    2237902
  • 财政年份:
    2023
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Developing an Early Mathematics Intervention for Children with Disabilities in the Home Learning Environment
在家庭学习环境中为残疾儿童制定早期数学干预措施
  • 批准号:
    2300233
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Talking Maths: Bridging the gap through talk in Early Years mathematics
谈论数学:通过幼儿数学的谈论来弥合差距
  • 批准号:
    DP220102744
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Gender, Early Spatial Cognition, and the Neural Basis of Mathematics in Children
性别、早期空间认知和儿童数学的神经基础
  • 批准号:
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  • 财政年份:
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  • 资助金额:
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How multi-digit number names guide attention, memory, and place value learning en early elementary mathematics
多位数字名称如何引导早期初等数学的注意力、记忆力和位值学习
  • 批准号:
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  • 财政年份:
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