Conceptual Calculator for Fractions

分数概念计算器

• 批准号: 7669483
• 负责人: Arjan S. Khalsa
• 金额: $ 19.19万
• 依托单位: CONCEPTUAL CALCULATIONS
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-04-15 至 2010-10-15
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7669483
• 关键词: Achievement; Attention; Breathing; Businesses; Climate; Collaborations; Computer software; Computers; Consult; Data; Doctor of Philosophy; Educational Curriculum; Educational process of instructing; Effectiveness; Evaluation; Failure; Feasibility Studies; Feedback; Goals; Hand; Instruction; Intention; International; Internet; Intervention; Knowledge; Learning; Mathematics; Measures; Modeling; Monitor; Movement; Online Systems; Outcome; Paper; Parents; Performance; Personal Satisfaction; Phase; Problem Solving; Procedures; Protocols documentation; Qualifying; Randomized Controlled Trials; Recording of previous events; Reliance; Research; Research Institute; Risk; Schools; Services; Site; Source; Students; Technology; Testing; Textbooks; Training; Work; base; commercialization; design; disability; expectation; fifth grade; high standard; innovation; middle school; programs; public health relevance; research and development; response; skills; teacher

DESCRIPTION (provided by applicant): Conceptual Calculations(tm) proposes The Conceptual Calculator(tm) for Fractions, a significant innovation for teaching fractions to students in upper elementary and middle school. The goal is to help solve our national challenge in teaching fractions to elementary and middle school students. The Phase I feasibility study will focus on a web-based software program that bridges conceptual and procedural understandings for teachers, students, and parents. The software will be useful both as a curriculum supplement and as an instructional aid to students. Teachers will be able to assign students specific problems sets. The software will also have the capacity to analyze a specific fractions problem on which a student is working. The software will guide students to master prerequisite skills, and provide direct and explicit instruction on the both the underlying concepts and the procedures required to solve the problem. Students will then be assessed on their progress and assigned to move on to subsequent challenges. Students will receive a great deal of support including verbal explanations for operating the software, strategic feedback for incorrect responses, and accommodations for students with specific disabilities. In this Phase I project, we will conduct two types of research. The first is formative evaluation, to inform our product design with valuable expert and user opinion. The second is a short-term, small-scale randomized controlled trial (RCT), to test the feasibility of a large scale RCT in Phase II and to establish reasonable expectations that the software can raise achievement for struggling students when properly implemented. The RCT will also compare software-based student measures embedded in the program with criterion paper-based measures, with the goal of establishing equivalency and paving the way for reliance on software progress monitoring during Phase II and commercialization. We will pay careful attention to the implementation of The Conceptual Calculator for Fractions. Implementation services will include planning with district leaders, training teachers, assuring proper software access at the school sites, co-teaching in classrooms, and offering regular teacher support. At the conclusion of the Phase I effort, Conceptual Calculations will have made major strides towards a commercially viable software program. We will have also developed implementation protocols and a body of research knowledge that will form a strong basis for a full Phase II effort. PUBLIC HEALTH RELEVANCE: Our nation's students trail much of the world in mathematical performance, and this is impacting the well-being of our populace as we struggle to compete in the evolving international business climate. Conceptual Calculations(tm) proposes to focus on fractions, a well-documented starting point in mathematical failure, with research and development of The Conceptual Calculator(tm) for Fractions, a significant innovation for upper elementary and middle school. This software will help teachers, students, and even parents to provide successful mathematical learning outcomes and raise student achievement.

描述（由申请人提供）：概念计算（TM）提出了分数的概念计算器（TM），这是一项重要的创新，用于向小学和中学的学生教授分数。我们的目标是帮助解决我们在小学和中学生分数教学方面的国家挑战。第一阶段的可行性研究将集中在一个基于网络的软件程序，桥梁的概念和程序的理解，教师，学生和家长。该软件将作为课程的补充和对学生的教学帮助。教师将能够分配给学生具体的问题集。该软件还将有能力分析一个特定的分数问题上的学生正在工作。该软件将指导学生掌握先决条件的技能，并提供直接和明确的指导，对两个基本概念和解决问题所需的程序。然后，学生将被评估他们的进步，并分配到移动到后续的挑战。学生将获得大量的支持，包括操作软件的口头解释，不正确反应的战略反馈，以及为有特定残疾的学生提供住宿。在第一阶段，我们将进行两种类型的研究。首先是形成性评估，为我们的产品设计提供有价值的专家和用户意见。第二个是一个短期的，小规模的随机对照试验（RCT），以测试在第二阶段的大规模随机对照试验的可行性，并建立合理的期望，该软件可以提高成绩的挣扎的学生时，适当地实施。RCT还将比较程序中嵌入的基于软件的学生测量与基于标准纸张的测量，目的是建立等效性，并为第二阶段和商业化期间依赖软件进度监控铺平道路。我们将仔细关注分数的概念计算器的实现。实施服务将包括与地区领导人一起规划，培训教师，确保在学校网站上正确访问软件，在教室里共同教学，并提供定期的教师支持。在第一阶段工作结束时，概念计算将朝着商业上可行的软件程序迈出重大步伐。我们还将制定执行议定书和一套研究知识，为第二阶段的全面工作奠定坚实的基础。公共卫生关系：我们国家的学生在数学成绩方面落后于世界上许多国家，这正在影响我们民众的福祉，因为我们正在努力在不断变化的国际商业环境中竞争。概念计算（TM）建议专注于分数，这是数学失败的一个有据可查的起点，研究和开发分数概念计算器（TM），这是上小学和中学的一项重大创新。该软件将帮助教师，学生，甚至家长提供成功的数学学习成果，提高学生的成绩。