Psychological Foundations of Mathematics Performance by Deaf and Hearing Students

聋哑和听力正常学生数学表现的心理基础

• 批准号: 7623864
• 负责人: MARC E MARSCHARK
• 金额: $ 42.76万
• 依托单位: ROCHESTER INSTITUTE OF TECHNOLOGY
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-05-15 至 2012-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7623864
• 关键词: Achievement; Address; Adult; Affect; Age; Applied Research; Characteristics; Child; Cognition; Cognitive; Collaborations; Communication; Comprehension; Country; Data; Development; Educational process of instructing; Empirical Research; Evaluation; Family Characteristics; Foundations; Goals; Hearing; Hearing Impaired Persons; Individual Differences; Knowledge; Laboratories; Language; Learning; Learning Disabilities; Linguistics; Mathematics; Measurement; Measures; Motivation; Oral; Parents; Participant; Partner in relationship; Performance; Population; Process; Reading; Research; Research Personnel; Resources; Role; Short-Term Memory; Sign Language; Simulate; Solutions; Specific qualifier value; Speech; Students; Surveys; Testing; United Kingdom; United States; age group; aged; executive function; expectation; interest; mathematical ability; peer; psychologic; public health relevance; research study; skills; social; social communication; teacher; tool; university student; young adult

DESCRIPTION (provided by applicant): The proposed research seeks to enhance our understanding of the underpinnings of mathematical performance by hearing and deaf students. It follows from recent findings concerning the development of mathematical abilities in hearing children and empirical research and achievement data indicating that deaf students lag behind hearing age- mates in mathematical proficiencies. Of particular interest will be possible interactions among language fluencies, sociocultural expectations and motivation, specific cognitive factors (e.g., working memory, executive functioning), and metacognitive functioning related to mathematics. The project will include seven complementary studies that address five primary goals: (1) Characterization of the development of emergent mathematical skills by examining the extent to which early numerical skills provide the foundation for later conceptual understanding of mathematics, (2) assessment of the contribution of developing cognitive resources to mathematical achievement through examination of quantitative and qualitative individual differences in students aged 5-25 years, (3) determination of how student and family characteristics and perspectives on the importance of mathematics achievement interact with cognitive skills in the development of mathematical abilities, (4) determination of how language fluency and the mode of language use by deaf students (speech or sign language) contribute to mathematical proficiency, and (5) exploring means of optimizing learning of mathematics in the classroom. This project will utilize standardized assessment tools for examining mathematics achievement, laboratory tasks that tap simple numeric and cognitive abilities necessary for mathematics performance, and surveys examining social- motivational perspectives of students and their parents. Simulated classrooms will be used to explore supports for and barriers to mathematics learning by deaf students who vary in their communication fluencies. Proposed studies will take advantage of a unique collaboration involving settings and investigators in the United States and the United Kingdom. The proposed research will provide the first empirical evaluation of interactions among social-motivational (including cultural), language, and cognitive abilities both developmentally and at various ages. Comparison of deaf and hearing students and involvement of the same children and college student participants in multiple studies will yield information concerning the locus of mathematics learning disabilities as a more complete understanding of factors affecting the development of mathematical proficiency. PUBLIC HEALTH RELEVANCE: The proposed research will explore the foundations of mathematics performance among hearing and deaf children and young adults. The project will provide the first empirical evaluation of the ways that language, social-motivational factors, and cognitive abilities in direct and affect mathematics performance of these students at various ages. Results will be informative with regard to the mathematics learning difficulties encountered by many deaf students, but also by hearing students in a variety of academic settings.

描述（由申请人提供）：拟议的研究旨在增强我们对听力正常和聋哑学生数学表现基础的理解。它源于关于听力儿童数学能力发展的最新发现，以及表明聋哑学生在数学能力方面落后于听力正常儿童的实证研究和成绩数据。特别令人感兴趣的是语言流畅性、社会文化期望和动机、特定认知因素（例如工作记忆、执行功能）以及与数学相关的元认知功能之间可能的相互作用。该项目将包括七项补充研究，涉及五个主要目标：（1）通过检查早期数字技能为后来的数学概念性理解提供基础的程度来表征新兴数学技能的发展，（2）通过检查 5-25 岁学生的定量和定性个体差异来评估发展认知资源对数学成绩的贡献，（3）确定学生和家庭的特征和观点如何影响数学成就。 数学成绩的重要性与数学能力发展中的认知技能相互作用，(4) 确定聋哑学生的语言流畅性和语言使用模式（言语或手语）如何有助于数学熟练程度，以及 (5) 探索优化课堂数学学习的方法。该项目将利用标准化评估工具来检查数学成绩，利用数学成绩所需的简单数字和认知能力的实验室任务，以及检查学生及其家长的社会动机观点的调查。将使用模拟教室来探索沟通流畅度不同的聋哑学生对数学学习的支持和障碍。拟议的研究将利用涉及美国和英国的环境和研究人员的独特合作。拟议的研究将对发育阶段和不同年龄段的社会动机（包括文化）、语言和认知能力之间的相互作用进行首次实证评估。对聋哑学生和听力正常学生的比较以及同一儿童和大学生参与多项研究将产生有关数学学习障碍的信息，从而更全面地了解影响数学能力发展的因素。公共健康相关性：拟议的研究将探讨听力正常、聋哑儿童和年轻人数学表现的基础。该项目将对语言、社会动机因素和认知能力直接影响不同年龄段学生的数学成绩的方式进行首次实证评估。结果将提供有关许多聋哑学生所遇到的数学学习困难的信息，而且还包括各种学术环境中听力正常的学生的信息。