Improving Problem-Solving Performance of Students with Mathematics Difficulties

提高数学困难学生解决问题的能力

• 批准号: 7942055
• 负责人: Asha Kiron Jitendra
• 金额: $ 49.85万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-30 至 2011-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7942055
• 关键词: Accountability; Achievement; Address; Adopted; Area; Attitude; Behavior; Businesses; Characteristics; Child; Chronic; Cognitive; Competence; Control Groups; Education; Educational Curriculum; Educational Intervention; Educational process of instructing; Effectiveness; Engineering; Experimental Designs; Failure; Goals; Individual; Instruction; Intervention; Investigation; Knowledge; Lead; Learning; Linear Models; Low income; Maintenance; Mathematics; Measures; Mediating; Minority; Modeling; Neighborhoods; Outcome; Participant; Performance; Population; Primary Schools; Problem Solving; Process; Public Health; Randomized; Reading; Relative (related person); Research; Risk; Sampling; Schools; Science; Structure; Students; Technology; Testing; Textbooks; Training; Underachievement; United States; abstracting; base; design; disability; efficacy testing; elementary school; experience; group intervention; improved; interest; intervention effect; mathematical ability; metropolitan; programs; public health relevance; skills; statistics; third grade; treatment effect

DESCRIPTION (provided by applicant): Improving Problem-Solving Performance of Students with Mathematics Difficulties Project Summary/Abstract This application addresses Broad Challenge Area (12): Science, Technology, Engineering, and Mathematics (STEM) and Specific Challenge Topic, 01-OD-101: Efficacy of Educational Approaches Toward Promoting STEM. This project will test the efficacy of a fully developed intervention (Schema-Based Instruction, SBI) with third grade students identified with mathematics difficulties (MD). Over a 15-year period, SBI has been evaluated using primarily quasi-experimental designs and has yielded positive outcomes for students with and without MD. Specifically, this study will (a) investigate the effectiveness of SBI intervention in improving the mathematics problem-solving performance of third graders with mathematics difficulties (MD), (b) determine whether SBI intervention will lead to improved attitudes about mathematics, and (c) determine whether child characteristics (scores at pretest on computation, attentive behavior, metacognition, reading ability) and treatment fidelity moderate the effects of SBI intervention relative to a control condition. Given the focus of the study on addressing the chronic and pervasive mathematical difficulties of children in primary school, this proposal is directly responsive to the public health of individuals. This study will take place in elementary schools in the metropolitan area of Minneapolis that has a diverse student population and is representative of low-income neighborhoods. The participants will be approximately 260 third graders across the two years of the study. A randomized design will be used in this study. In each of approximately 40 participating third-grade classrooms, students identified as experiencing mathematics difficulty will be randomly assigned to a SBI or control tutoring intervention group. Verification of their mathematics difficulties will be determined based on scores (< the 25th percentile) on the Mathematics Problem Solving Subtest of the Stanford Achievement Test- tenth edition (SAT-10). Students will be the unit of assignment as well as the unit of analysis. Trained tutors will implement SBI with the sample of students with MD. The SBI curriculum is used to teach students problem solving strategies that support their understanding of a range of word problems. Because we are interested in determining whether the SBI curriculum is more effective than other interventions generally provided in elementary schools, students in the control condition will be provided with school-designed, or "business as usual" mathematics tutoring intervention using the district-adopted curriculum, Investigations. Measures of key outcomes (mathematics problem solving) include: Mathematics Problem Solving Subtest of the SAT-10, Mathematical Word Problem Solving (WPS) Test, WPS probes, and an Attitude Toward Mathematics Subtest of the Test of Mathematical Abilities (TOMA). A set of hierarchical linear models will be estimated to investigate the effect of treatment on mathematical problem solving and student attitudes towards math on posttest scores, using the student pretest score as a covariate to moderate the effect of pretreatment differences. Public Health Relevance: The mathematical underachievement of students in the United States is particularly severe for students with disabilities, limited-English proficient (LEP) students, students from impoverished backgrounds, and minorities (National Mathematics Advisory Panel, 2008). The proposed two-year study will address the mathematical problem solving difficulties of third grade students who are identified as having mathematics difficulties (N = 260) by providing small group tutoring using schema-based instruction (SBI) that is known to improve mathematics outcomes for students with mathematics difficulties. Given the focus of the study on addressing the chronic and pervasive mathematical difficulties (i.e., problem solving) of children in elementary schools in the metropolitan area of Minneapolis that has a diverse student population and is representative of low-income neighborhoods, this proposal is directly responsive to the public health of individuals.

描述(由申请人提供)：提高数学困难学生的解题成绩项目摘要/摘要本申请涉及广泛的挑战领域(12)：科学、技术、工程和数学(STEM)和具体挑战主题01-OD-101：促进STEM的教育方法的有效性。本项目将测试一种全面发展的干预措施(基于图式的教学，SBI)对发现数学困难(MD)的三年级学生的有效性。在15年的时间里，主要使用准实验设计对SBI进行了评估，并对患有和不患有MD的学生产生了积极的结果。具体地说，本研究将(A)考察SBI干预在提高有数学困难的三年级学生(MD)数学问题解决成绩方面的有效性，(B)确定SBI干预是否会导致数学态度的改善，以及(C)确定儿童特征(前测的计算、注意力行为、元认知、阅读能力的分数)和治疗忠诚度是否相对于控制条件调节了SBI干预的效果。鉴于这项研究的重点是解决小学儿童长期和普遍的数学困难，这项建议直接回应了个人的公共健康。这项研究将在明尼阿波利斯大都市区的小学进行，那里有多样化的学生人口，是低收入社区的代表。在两年的研究中，参与者将是大约260名三年级学生。本研究将采用随机设计。在大约40个参与的三年级教室中，被确定为有数学困难的学生将被随机分配到SBI或对照辅导干预组。对他们数学难度的验证将基于斯坦福成绩考试第十版(SAT-10)数学问题解决分测试的分数(第25个百分位数)。学生是作业的单位，也是分析的单位。训练有素的导师将以MD学生为样本实施SBI。印度国家研究院的课程用于教授学生解决问题的策略，以支持他们对一系列应用题的理解。由于我们有兴趣确定履行机构的课程是否比通常在小学提供的其他干预措施更有效，因此将向处于控制条件下的学生提供学校设计的、或使用学区采用的课程--调查--的“一切照常”的数学辅导干预。关键结果(数学问题解决)的测量包括：SAT-10的数学问题解决分测验、数学应用题解决(WPS)测验、WPS探查和对数学能力测验(TOMA)数学分测验的态度。以学生前测成绩为协变量，考察数学问题处理对数学问题解决的影响以及学生对数学的态度对后测成绩的影响，建立多层次线性模型，以调节前测差异的影响。 与公共卫生相关：在美国，残疾学生、英语水平有限(LEP)学生、贫困家庭学生和少数族裔学生的数学成绩低下情况尤为严重(国家数学咨询小组，2008年)。这项拟议的为期两年的研究将通过使用基于图式的教学(SBI)提供小组辅导来解决被认定为有数学困难的三年级学生(N=260)的数学问题解决困难，这种教学方法被认为可以改善数学困难学生的数学成绩。鉴于这项研究的重点是解决明尼阿波利斯大都市区小学儿童长期普遍存在的数学困难(即解决问题)，该地区的学生人口多样化，是低收入社区的代表，这项提案直接回应了个人的公共健康。