Deep Fractions Learning: A Core Curriculum of Games, Inquiry, and Collaboration

深度分数学习：游戏、探究和协作的核心课程

• 批准号: 9883021
• 负责人: Kara Carpenter
• 金额: $ 50.03万
• 依托单位: TEACHLEY, LLC
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9883021
• 关键词: Active Learning; Address; Area; Behavior; Child; Collaborations; Common Core; Control Groups; Demographic Factors; Distal; Early Intervention; Educational Curriculum; Ethnic Origin; Fostering; Goals; Graduation Rates; Grant; High School Student; Infrastructure; Instruction; Intervention; Investments; Knowledge; Learning; Maps; Mathematics; Mathematics Curriculum; Measures; Modeling; Motivation; Occupations; Online Systems; Outcome; Performance; Phase; Privatization; Process; Research; Sampling; Self Efficacy; Services; Short-Term Memory; Structure; Students; Treatment Efficacy; United States; Universities; Visual; Wages; Work; boys; career; college; dashboard; design; digital; elementary school; fifth grade; fourth grade; girls; high school; improved; innovation; innovative technologies; mathematical ability; operation; prototype; reading ability; success; teacher; third grade; usability

There is an enormous deficit in students’ understanding of fractions in the United States. Fifth grade fraction knowledge predicts high school math performance, even when controlling for working memory, whole number knowledge, IQ, reading ability, and demographic factors (Siegler et al., 2012). Therefore, addressing this deficit is a particularly important area for early intervention. With this Fast-Track grant, Deep Fractions Learning , we propose to transform the way in which students learn core math curriculum so that materials are more interactive and engaging, promote deeper learning of content, and are aligned with the Common Core. More specifically, we will develop and evaluate a digital curriculum for grades 3-5 covering the fractions domain that combines games, collaboration, and an inquiry approach. We propose to develop an innovative technology infrastructure that will integrate Teachley learning games, Success for All’s (SFA) cooperative learning framework, and rigorous lesson content. We will integrate research into the design process and work with Johns Hopkins University to evaluate the efficacy of the intervention. Outcomes. The intervention will encourage four direct outcomes for students, namely improved: 1) conceptual understanding of fractions, 2) procedural fluency with fractions operations, 3) mathematical justification, and 4) motivation. First, the curriculum will build both conceptual understanding and procedural fluency, providing strong visual models within engaging games that motivate students to practice. The collaborative learning model and inquiry approach will improve students’ mathematical justification. Finally, we encourage these outcomes within a motivational support structure designed to foster engagement and self-efficacy. Improving students’ academic outcomes and self-efficacy in the area of fractions during elementary school will promote later success in high school mathematics. Since each additional math class students complete in high school more than doubles the odds of college completion (Adelman, 2006), the intervention has the potential to make a real difference in whether students achieve sustainable careers versus being stuck in low-wage jobs.

在美国，学生对分数的理解存在着巨大的差距。 五年级分数知识预测高中数学成绩，即使在控制的情况下 工作记忆、整数知识、智商、阅读能力和人口统计因素 (Siegler等人，2012年)。因此，解决这一赤字是一个特别重要的领域 干预。有了这项名为深度分数学习的快速通道拨款，我们建议将 学生学习核心数学课程的方式，使材料更具互动性和 参与性，促进对内容的更深入学习，并与共同核心保持一致。更多 具体地说，我们将为三至五年级开发和评估一项涵盖 结合了游戏、协作和查询方法的分数域。我们建议 开发创新的技术基础设施，整合Teachley学习游戏， 全民成功(SFA)合作学习框架和严谨的课程内容。我们会 将研究整合到设计过程中，并与约翰霍普金斯大学合作进行评估 干预的效果。 结果。这项干预措施将鼓励学生取得四项直接成果，即 改进：1)对分数的概念性理解，2)分数的程序流畅性 运算，3)数学论证，4)动机。首先，该课程将两者都建立起来 概念理解和程序流畅，提供强大的视觉模型 吸引学生参与的游戏，激励学生练习。协作学习模式与探究式学习 该方法将提高学生的数学论证能力。最后，我们鼓励这些 激励支持结构内的成果，旨在促进参与和 自我效能。 提高学生在分数领域的学业成绩和自我效能感 小学教育将促进高中数学成绩的提高。由于每个额外的 数学课学生在高中完成学业的几率是大学毕业几率的两倍多 (阿德尔曼，2006)，干预有可能在以下方面产生真正的不同 学生实现了可持续的职业生涯，而不是被困在低工资的工作中。