Understanding The Role of Executive functions in secondary mathematics learning

在第一年，学生将开发和验证领域通用和领域特定的EF技能的认知测量的网络版(例如，工作记忆：句子和计数广度任务，抑制：数字和非数字跳跃任务；转换：涉及数字和非数字规则的规则转换任务)，使用在线版本(Peirce，2007)，七年级的学生将完成这些测量的在线版本和传统的1：1测试，以建立在线测量的重测和收敛可靠性。在2至3年级，学生将探索这些指标的表现如何与数学进步相关联。在一项为期两年的广泛的纵向研究中，在线EF测量将由NoMoreMarking的CJ评估服务评估其数学进步的大约28,000名学生中的一部分完成。学生的概念理解将在7年级和8年级的开始和结束时使用CJ方法进行测量。学生将通过七年级的课程收集特定领域和领域通用的EF技能测量的在线分数。分析将探索跨七年级的数学进步在多大程度上可以被EFS发挥特定领域与领域通用的作用，领域特定版本和领域通用版本的EF任务的预测能力将进行对比，并对英语进步衡量标准进行可比性分析。这些学生将在8年级期间重复EF评估，以调查EF技能随时间的增长情况，并将进行分析，以探索EF技能增长与数学进步之间的关系。对学生的好处：认知研究方法和开放式科学实践的培训；安排和进行研究研究的培训；社区和更广泛的社区，更好地理解为什么一些学生在数学上取得了更大的进步，什么样的基于认知的干预可能是帮助那些零进步或消极进步的人的最佳条件；开发了一套可共享的、经过验证的在线EF测量方法。

In year 1 the student will develop and validate online versions of cognitive measures of domain-general & domain-specific EF skills (eg working memory: sentence & counting span tasks, Inhibition: numerical & and non numerical stroop tasks; shifting: rule switching tasks involving numerical & non-numerical rules) using the online version PsychoPY (Peirce, 2007) Year 7 students will complete online versions of these measures alongside traditional 1:1 testing measures to establish the test-retest & convergent reliability of the online measures. In years 2 to 3 the student will explore how performance on these measures is associated with mathematics progress. In an extensive two-year longitudinal study the online EF measures will be completed by subsets of the approximately 28,000 pupils whose mathematical progress is being assessed by NoMoreMarking's CJ assessment service. Pupils' conceptual understanding will be measured at the beginning & at the end of Years 7 & 8 using the CJ method. The student will collect online scores of domain specific and domain-general measures of EF skills through the course of Year 7. Analyses will explore the extent to which progress in mathematics across Year 7 can be EFs play a domain-specific vs. domain-general role, the predictive power of the domain-specific and domain-general versions of the EF tasks will be contrasted & comparable analyses on measures of progress in English conducted. The same pupils will repeat the EF assessments during Year 8 to investigate growth in EF skills over time and analyses will be conducted to explore the relationship between growth in EF skills and mathematics progress. Benefits to the student: Training in cognitive research methods and open science practices; Training in arranging and conducting research research community and wider community , A better understanding of why some pupils make greater progress in mathematics and what kinds of cognitive-based interventions might be best placed to assist those who make zero or negative progress; The development of a shareable validated battery of online EF measures.