Diagnostic E-Learning Trajectories Approach (DELTA) Applied to Rational Number Reasoning for Grades 3-8

Confrey， Berger和Wilson建议开发一种软件诊断工具，用于整合诊断访谈，小组管理评估和实时学生数据，以便教师可以输入和查看学生状态信息。本项目将重点关注3-8年级的有理数学习。该设计基于从现有研究中开发的学习轨迹模型。为教师开发的诊断系统将用于评估学生的知识，并将确定在理解五个关键概念和有理数推理技能方面的困难。它还将调查与国家标准、评估和课程计划相关的诊断系统对学生和教师学习的影响。这五个方面包括理解：(1)乘除空间；（二）分数、比例、比例和比率；(3)矩形面积和体积；（四）小数、百分数；(5)相似性和尺度。诊断措施将包括使用掌上电脑收集数据的诊断性访谈，两种类型的学生进步小组管理评估，一种是五个子结构中的每一个的学习轨迹，一种是每个年级的综合测量。诊断系统将生成基于计算机的进度图，总结学生个人和班级的表现，并与州评估相联系。

Confrey, Berger and Wilson propose to develop a software diagnostic tool for integrating diagnostic interviews, group administered assessments, and student data in real-time so that teachers can enter and view student status information. This project would concentrate on rational number learning in grades 3-8. The design is based on a model of learning trajectories developed from existing research studies.The diagnostic system to be developed for teachers would be used in assessing their students' knowledge and would identify difficulties in understanding five key clusters of concepts and skills in rational number reasoning. It would also investigate the diagnostic system's effects on student and teacher learning in relation to state standards, assessments, and curricular programs. The five areas include understanding: (1) multiplicative and division space; (2) fractions, ratio, proportion and rates; (3) rectangular area and volume; (4) decimals and percents; and (5) similarity and scaling.The diagnostic measures will include diagnostic interviews collecting data using a handheld computer, two types of group-administered assessments of student progress, one set along learning trajectories for each of the five sub-constructs and one composite measurement per grade. The diagnostic system will produce computer-based progress maps, summarizing individual student and class performance and linking to state assessments.