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.

有资格的人迫切需要在STEM中追随（Noonan， 2017）。但是，数学缺乏强大的基础意味着学生的可能性较小 购买STEM专业和职业（Chen，2013; Griffith，2010; Huang，Taddese和Walter，E。 2000; Kokkelenberg＆Sinha，2010年； Lowell等。 Al。，2009）。来自低收入家庭的学生， 妇女和代表性不足的少数族裔也不太可能主修STEM（Bettinger，2010年； 格里菲斯，2010年； Hill，Corbett＆Rose，2010年； Kokkelenberg＆Sinha，2010年）。改进数学 在小学成绩中学习对于确保孩子拥有必不可少的 基本技能和强大的自我效能信念，能够通过以后的数学取得成功 并在STEM中购买职业。有了这个快速训练的赠款，班级商店（CS），我们建议 改变学生在基本十足中学习数字和操作的方式。 CS将是 引人入胜的，市售的，基于课堂的平板电脑的经济游戏 侧重于多位数操作的Chromebook。 CS将鼓励概念 在A的背景下，了解K-5年级的学生的数学自我效能感 数字基于教室的市场。在游戏中，学生将创建商店，工艺对象 出售，参与销售/购买交易，并共同努力以提高价值 经济。此外，游戏将利用人工智能（AI）来检测策略学生 使用和帮助教师促进丰富的数学讨论，从而增强学生的 推理技能。 结果。该提案将鼓励三个主要结果，即：1） 检测学生使用的数学策略，2）讨论支持仪表板，3）算法 用于预测高危状况。一个关键的研究目的是确定软件是否可以预测 数学策略学生使用并检测哪些学生在哪些学生身上准确地进行了比较 标准化评估数据，这将帮助教师适当干预。 讨论支持仪表板将有助于促进丰富的数学讨论，从而 改善学生的数学理由和概念理解。吸引人 游戏将增强学生在数学中的动力和自我效能。 在小学期间提高学生的学业成果和自我效能感 学校将在高中数学中促进后来的成功。由于高级数量 学生参加的数学课与完成STEM学位的可能性相关（Chen， 2013）该提案的远端结果是增加从事STEM职业的学生。