权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

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

基本信息

批准号：
8064362
负责人：
MARC E MARSCHARK
金额：
$ 37.23万
依托单位：
ROCHESTER INSTITUTE OF TECHNOLOGY
依托单位国家：
美国
项目类别：
财政年份：
2008
资助国家：
美国
起止时间：
2008-05-15 至 2013-04-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8064362
关键词：
Achievement Address Adult Affect Age Applied Research Basic Science Characteristics Child Cognition Cognitive Collaborations Communication Comprehension Country Data Development Educational process of instructing Empirical Research Evaluation Family Characteristics Foundations Goals Health 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 research study skills social social communication teacher tool university student young adult

项目摘要

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(申请人提供)：这项拟议的研究旨在加强我们对听力和聋人学生数学成绩基础的理解。这是根据最近关于听力儿童数学能力发展的发现，以及实证研究和成就数据表明，聋生在数学水平上落后于听力同龄人。特别令人感兴趣的是语言流利性、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)和与数学有关的元认知功能之间的可能交互作用。该项目将包括七项针对五个主要目标的补充性研究：(1)通过考察早期的数字技能为后来的数学概念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岁学生的数量和质量的个体差异来评估认知资源对数学成就的贡献，(3)确定学生和家庭的特征以及对数学成就重要性的看法如何与认知技能在数学能力发展中相互作用，(4)确定聋生的语言流利性和语言使用模式(言语或手语)如何有助于提高数学水平；(5)探索在课堂上优化数学学习的方法。这个项目将利用标准化的评估工具来检查数学成绩，利用实验室任务来挖掘数学成绩所必需的简单数字和认知能力，以及调查学生及其家长的社会动机观点。模拟教室将被用来探索对沟通流利性不同的聋人学生学习数学的支持和障碍。拟议的研究将利用美国和英国的背景和研究人员参与的独特合作。这项拟议的研究将首次对社会动机(包括文化)、语言和认知能力之间的互动关系进行实证评估，这些能力既有发展方面的，也有不同年龄阶段的。聋生和听障学生的比较，以及同一儿童和大学生参与多项研究将产生关于数学学习障碍来源的信息，从而更全面地了解影响数学水平发展的因素。公共卫生相关性：这项拟议的研究将探索听力、聋哑儿童和年轻人数学成绩的基础。该项目将首次对语言、社会动机因素和认知能力直接和影响不同年龄段学生数学成绩的方式进行实证评估。结果将是关于许多聋人学生遇到的数学学习困难的信息，也是通过在各种学术环境中听到学生的声音来实现的。