Understanding/Preventing Math Problem/Solving Disability

理解/预防数学问题/解决障碍

• 批准号: 7277606
• 负责人: Lynn S Fuchs
• 金额: $ 57.99万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-25 至 2010-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7277606
• 关键词: Achievement; Affect; Attention; Characteristics; Child; Closure; Cognitive; Competence; Complex; Comprehension; Development; Diagnostic; Educational Curriculum; Hand; Instruction; Life; Math disability; Mathematics; One-Step dentin bonding system; Outcome; Prevalence; Prevention; Preventive; Problem Solving; Process; Purpose; Randomized Controlled Trials; Reading; Reading Disabilities; Research; Research Personnel; Retrieval; Risk; Schools; Short-Term Memory; Speed; Students; Testing; Visual; Vocabulary; design; disability; high school; innovation; prevent; skills; therapy design

DESCRIPTION (provided by applicant): The overall purpose of this project is to increase the understanding and decrease the prevalence of disability in mathematical problem solving (MPS; word problems requiring more than one step and/or presented realistically with relatively long narratives and/or irrelevant information). On the one hand, research on MPS has been confined largely to middle- and high-school students without significant difficulties. On the other hand, research on mathematics disability in younger children has focused primarily on arithmetic, with some attention to arithmetic word problems (linguistically simple one-step problems requiring adding/subtracting basic facts). Arithmetic word problems do not, however, represent the kinds of math problems incorporated in school curricula beyond the earliest grades or those required in life. So, the generalizability of findings to math disability as it occurs in and out of school is tenuous. This creates the need for the explicit study of MPS disability (MPSD) at 3rd grade, when students are first expected to solve multi-step problems with longer narratives and/or irrelevant information. Another reason to increase the breadth of math disability study is that, given the demands of MPS, the profiles associated with deficient arithmetic or arithmetic word problems may differ from those associated with deficient MPS. Consequently, a focus on MPS is required to understand and prevent math disability as it develops in schools and pertains to real-world competence. This project employs randomized controlled trials to test the efficacy of classroom-level and tutoring treatments designed to decrease the prevalence of MPSD, with the contribution of an innovative component tested annually for classroom-level and tutoring treatment. Within the context of those trials, the prevalence and diagnostic stability of MPSD is estimated as it occurs with or without reading disability (RD), with or without using an IQ-achievement discrepancy, and with or without prevention. The demographic, academic, attention, and cognitive profiles associated with the development of MPSD with or without RD and with or without IQ-achievement discrepancy are explored, and students are followed longitudinally to understand how classroom and tutoring prevention efforts at 3rd grade, when complex MPS develops, affect outcomes as curricular difficulty intensifies through the 5th grade. Four specific aims are therefore proposed: (1) investigating the demographic, academic, attention, and cognitive profiles associated with the development of MPSD with or without RD and with or without IQ-achievement discrepancy; (2) estimating the prevalence and stability of MPSD with or without RD, with or without IQ discrepancy, and with or without prevention; (3) building effective classroom-level prevention for MPSD; and (4) identifying effective preventive tutoring for students at risk for poor MPSD outcomes with and without risk for RD.

描述（由申请人提供）：该项目的总体目的是增加理解和降低残疾的患病率在数学问题解决（MPS;需要一个以上的步骤和/或现实地提出相对较长的叙述和/或不相关的信息的文字问题）。 一方面，对MPS的研究主要局限于初中和高中学生，没有明显的困难。 另一方面，关于幼儿数学残疾的研究主要集中在算术上，对算术单词问题（需要加/减基本事实的语言简单的一步问题）也有一定的关注。 然而，算术应用题并不代表学校课程中所包含的数学问题的种类，这些数学问题超出了最早的年级或生活中所需要的。 因此，数学障碍在学校内外发生的调查结果的普遍性是脆弱的。 这就需要在三年级对MPS残疾（MPSD）进行明确的研究，因为学生首先需要用较长的叙述和/或不相关的信息来解决多步骤问题。 增加数学残疾研究广度的另一个原因是，考虑到MPS的要求，与算术或算术单词问题相关的特征可能与MPS缺陷相关的特征不同。 因此，需要将重点放在MPS上，以了解和预防数学残疾，因为它在学校中发展并与现实世界的能力有关。 该项目采用随机对照试验来测试旨在降低MPSD患病率的课堂水平和辅导治疗的有效性，每年测试一次课堂水平和辅导治疗的创新成分。 在这些试验的背景下，MPSD的患病率和诊断稳定性是根据其是否伴有阅读障碍（RD）、是否使用智商-成就差异以及是否预防来估计的。 人口统计学，学术，注意力和认知配置文件与MPSD的发展有或没有RD和有或没有智商成就差异进行了探讨，并纵向跟踪学生，以了解如何在三年级的课堂和辅导预防工作，当复杂的MPS发展，影响结果的课程难度加剧，通过五年级。 因此，提出了四个具体目标：（1）调查与MPSD发展相关的人口学、学业、注意力和认知特征，包括是否有RD，是否有IQ成就差异;（2）评估MPSD的患病率和稳定性，包括是否有RD，是否有IQ差异，以及是否有预防措施;（3）建立有效的MPSD课堂预防措施;及（4）为有或没有RD风险的MPSD结果不佳的学生确定有效的预防性辅导。