Building a classroom game economy to improve mathematical reasoning and prepare K-5 students for success in STEM learning

建立课堂游戏经济以提高数学推理能力并为 K-5 学生在 STEM 学习中取得成功做好准备

• 批准号: 9889974
• 负责人: Dana Pagar
• 金额: $ 57.55万
• 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/9889974
• 关键词: Achievement; Algorithms; Area; Artificial Intelligence; Belief; Child; Code; Computer software; Data; Data Files; Detection; Digit structure; Distal; Elements; Ensure; Foundational Skills; Foundations; Goals; Grant; High School Student; Intervention; Investments; Lead; Learning; Low income; Marketing; Mathematics; Measures; Minority; Modeling; Outcome; Performance; Phase; Process; Protocols documentation; Research; Risk; STEM field; Sales; Scheme; Schools; Science, Technology, Engineering and Mathematics; Self Efficacy; Standardization; Structure; Students; Tablets; Testing; Transact; Underrepresented Minority; Woman; Work; base; career; dashboard; design; digital; elementary school; experience; field study; fifth grade; fourth grade; high school; improved; iterative design; lower income families; mathematical ability; mathematical learning; mathematical theory; operation; prediction algorithm; prototype; second grade; skills; student participation; success; support tools; teacher; usability

There is an enormous need for qualified people to pursue careers in STEM (Noonan, 2017). However, the lack of a strong foundation in mathematics means students are less likely to pursue STEM majors and careers (Chen, 2013; Griffith, 2010; Huang, Taddese, & Walter, E, 2000; Kokkelenberg & Sinha, 2010; Lowell et. al., 2009). Students from low-income families, women, and underrepresented minorities are also less likely to major in STEM (Bettinger, 2010; Griffith, 2010; Hill, Corbett & Rose, 2010; Kokkelenberg & Sinha, 2010). Improving math learning in the elementary grades is important to ensure children have the essential foundational skills and strong self-efficacy beliefs to be able to succeed with later mathematics and pursue careers in STEM. With this Fast-Track grant, Class Store ( CS ) , we propose to transform the way in which students learn Number and Operations in Base Ten. CS will be an engaging, commercially available, classroom-based economy game for tablets and Chromebooks that focuses on multi-digit operations. CS will encourage conceptual understanding and build math self-efficacy for students in grades K-5 within the context of a digital, classroom-based marketplace. Within the game, students will create stores, craft objects to sell, engage in selling/purchasing transactions, and work together to increase the value of the economy. In addition, the game will utilize artificial intelligence (AI) to detect strategies students use and help teachers facilitate rich mathematical discussions thereby enhancing students’ reasoning skills. Outcomes. The proposal will encourage three main outcomes, namely: 1) algorithms for detecting math strategies students use, 2) a discussion support dashboard, and 3) algorithms for predicting at-risk status. A key research aim is to determine whether the software can predict math strategies students use and detect which students are at-risk academically as compared to standardized assessment data, which will help teachers intervene appropriately. The discussion support dashboard will help to promote rich mathematical discussion, thereby improving students’ mathematical justification and conceptual understanding. The engaging game will bolster students’ motivation and self-efficacy in mathematics. Improving students’ academic outcomes and self-efficacy in base ten during elementary school will promote later success in high school mathematics. Since the number of advanced math classes students take is correlated with likelihood to complete a STEM degree, (Chen, 2013) a distal outcome of this proposal is increasing students pursuing careers in STEM.

有一个合格的人在STEM追求职业生涯的巨大需求（努南， 2017年）。然而，缺乏坚实的数学基础意味着学生不太可能 追求STEM专业和职业（陈，2013;格里菲斯，2010;黄，Taddese，&沃尔特，E， 2000; Kokkelenberg & Sinha，2010; Lowell et.例如，2009年）。来自低收入家庭的学生， 妇女和代表性不足的少数民族也不太可能主修STEM（Bettinger，2010; Griffith，2010; Hill，Corbett & Rose，2010; Kokkelenberg & Sinha，2010）。改善数学 小学阶段的学习对于确保孩子们拥有基本的 基础技能和强烈的自我效能信念，能够在以后的数学中取得成功 并在STEM中追求职业生涯。有了这个快速通道赠款，类商店（CS），我们建议 改变学生学习十进制数和运算的方式。CS将是一个 吸引人的，商业上可用的，基于课堂的平板电脑经济游戏， 专注于多位运算的Chromebook。政务司司长会鼓励 理解和建立数学自我效能的学生在年级K-5的背景下， 数字化课堂市场在游戏中，学生们将创建商店， 销售，从事销售/购买交易，并共同努力，以增加价值的 经济此外，游戏将利用人工智能（AI）来检测学生的策略 利用和帮助教师促进丰富的数学讨论，从而提高学生的 推理能力。 结果。该提案将鼓励三个主要成果，即：1）算法 检测学生使用的数学策略，2）讨论支持仪表板，以及3）算法 用于预测高危状态。一个关键的研究目标是确定该软件是否可以预测 学生使用的数学策略，并检测哪些学生在学业上有风险， 标准化的评估数据，这将有助于教师适当干预。的 讨论支持仪表板将有助于促进丰富的数学讨论，从而 提高学生的数学论证能力和概念理解能力。接合 游戏能提高学生学习数学的动机和自我效能。 提高学生在基础十阶段的学业成绩和自我效能 学校将促进以后在高中数学方面的成功。由于先进的 学生参加的数学课程与完成STEM学位的可能性相关，（陈， 2013年）这一建议的一个远端结果是越来越多的学生追求在干的职业生涯。