Predictors of Growth in Algebra Achievement in Adolescents

青少年代数成绩增长的预测因素

• 批准号: 8665550
• 负责人: Tammy Daun Tolar
• 金额: $ 24.9万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-01 至 2016-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8665550
• 关键词: Academic achievement; Achievement; Address; Adolescent; Area; Award; Awareness; Behavioral Sciences; Build-it; Businesses; Calculi; Child; Cognitive; Development; Development Plans; Developmental Process; Discipline; Discrimination; Economics; Education; Factor Analysis; Foundations; Future; Goals; Grant; Growth; Guidelines; Imagery; Individual; Intervention; Knowledge; Learning; Mathematics; Measures; Mediating; Mentors; Modeling; Outcome; Performance; Phase; Population; Problem Solving; Research; Research Methodology; Research Personnel; Resources; Role; Schools; Science; Short-Term Memory; Source; Staging; Students; Study Section; Technology; Testing; Training; Work; Writing; base; career development; economic outcome; high school; improved; mathematical ability; middle school; neuropsychological; physical science; processing speed; response; skills; statistics; theories; university student; young adult

The purpose of this application is to request career development support (two years mentored, three years independent) to acquire and develop knowledge and skills for conducting independent research on the cognitive and neuropsychological influences of math achievement among adolescents and young adults. For many individuals, the development of higher level mathematical skills and knowledge (e.g., algebra and calculus) is critical to achieving their full potential. These mathematical abilities are a manifest requirement for the development of knowledge in many disciplines including the physical and behavioral sciences, technology, and business. Algebra and calculus courses have also become a prerequisite for access to educational and economic opportunities because they are used as indicators of an individual's potential for post-secondary academic achievement. A large number of adolescents and young adults, who have not been identified as deficient in mathematical ability prior to middle and high school, fail to achieve proficiency in higher level mathematics. The goal of the career development plan is to provide the foundation for research that will identify sources of individual and developmental differences in higher level mathematical ability, determine indicators of students who may require specific intervention in order to acquire higher level math skills, and develop interventions that will improve the developmental trajectory of these students. Training will focus on five areas: (1) research methodology and statistics, (2) cognitive and neuropsychological development, (3) mathematics content and its role in other science disciplines, (4) research in schools, and (5) grant writing. The mentored and independent phase studies will focus on algebra achievement. During the mentored phase, algebra measures will be developed and tested in middle and high school algebra classes. Factor analysis will be used to determine if algebra achievement represents one or multiple constructs (e.g., procedural vs. conceptual knowledge). Item response theory will be used characterize the difficulty and discrimination of algebra items. The independent phase study will evaluate growth in algebra achievement among middle and high school students. Arithmetical ability and cognitive resources (e.g., processing speed) will be evaluated as predictors of algebra achievement.

本申请的目的是请求职业发展支持（两年有指导，三年 独立）获取和发展知识和技能，以进行独立研究 青少年和年轻人对数学成就的认知和神经心理学影响。为了 许多人，更高层次的数学技能和知识的发展（例如，代数和 微积分）对于发挥其全部潜力至关重要。这些数学能力是对 许多学科的知识发展，包括物理和行为科学，技术， 和业务。代数和微积分课程也已成为获得教育和教育的先决条件 经济机会是因为它们被用作个人后院潜力的指标 学术成就。许多尚未被确定为的青少年和年轻人 中学和高中之前的数学能力不足，无法达到更高级别的水平 数学。职业发展计划的目标是为研究提供基础 确定高级数学能力的个人和发展差异的来源，确定 可能需要特定干预以获得更高级别的数学技能的学生指标， 制定干预措施，以改善这些学生的发展轨迹。培训将重点 五个领域：（1）研究方法和统计，（2）认知和神经心理学发展，（3） 数学内容及其在其他科学学科中的作用，（4）学校的研究以及（5）授予写作。这 指导和独立的阶段研究将集中于代数成就。在指导阶段， 代数措施将在中学和高中代数类中制定和测试。因素分析将 用于确定代数成就是否代表一个或多个构造（例如，程序VS。 概念知识）。项目响应理论将被用来表征的难度和歧视 代数项目。独立阶段研究将评估中间和中间的代数成就的增长 高中生。算术能力和认知资源（例如，处理速度）将被评估为 代数成就的预测因素。