Measurement Approach to Rational Number (MARN)

有理数测量方法(MARN)项目是纽约大学、爱荷华州立大学和伊利诺伊理工学院的教职员工共同努力的结果，该项目正在设计、开发和测试一种创新的方法，帮助小学生在乘法推理、分数和比例推理等关键领域进行学习。该项目团队正在借鉴起源于俄罗斯的成功的埃尔科宁-达维多夫(E-D)小学数学课程，以开发一个可以在美国学校实施的课程框架。MARN项目解决了五个核心研究问题，即如何从测量角度发展有理数字学习，以及社会文化理论和建构主义如何有助于基于该角度设计有效的学习轨迹。该项目首先仔细分析了俄罗斯数学材料中包含的E-D课程，从夏威夷实施E-D课程的课堂数据，以及美国其他背景下相关的先前课程开发项目。目前的工作是通过密集的教学实验制定初步的课程框架，再到在课堂设计实验过程中实施和修改框架。研究和开发工作的最终成果将是一个由仔细阐述和顺序的学习目标组成的合理数量的学习过程。课程框架还将包括促进每个概念学习的数学任务、在任务背景下对学生预期学习的描述、与每个概念相关的一套评估项目，以及相关教师干预的指导方针。因此，该框架将为课程单位的发展奠定基础。

The Measurement Approach to Rational Number (MARN) project is a collaborative effort by faculty at New York University, Iowa State University, and the Illinois Institute of Technology that is designing, developing, and testing an innovative approach to elementary students' learning in the critical areas of multiplicative reasoning, fractions, and proportional reasoning. The project team is building on the successful El'Konin-Davydov (E-D) elementary mathematics curriculum that originated in Russia to develop a curriculum framework that can be implemented in U. S. schools. The MARN project addresses five core research questions about how rational number learning can be developed from a measurement perspective and how sociocultural theory and constructivism can contribute to design of effective learning trajectories based on that perspective. The project begins with careful analysis of the E-D curriculum embodied in Russian mathematics materials, of classroom data from a Hawaii implementation of the E-D curriculum, and of relevant prior curriculum development projects in other U. S. contexts. Work is proceeding from development of an initial curriculum framework through intensive teaching experiments to implementation and modification of the framework in the course of classroom design experiments.The ultimate product of the research and development effort will be a rational number learning progression consisting of carefully articulated and sequenced learning goals. The curriculum framework will also include mathematical tasks to foster learning of each concept, description of predicted student learning in the context of the tasks, a set of assessment items related to each concept, and guidelines for relevant teacher interventions. Thus, the framework will provide a foundation for development of curriculum units.