Pre-K Early Algebra through Quantitative Reasoning (PreKEA)

伊利诺伊理工学院和爱荷华州立大学的开发人员和研究人员正在发起一种创新的方法，以发展K前学生通过测量进行定量推理的能力。这种量化方法建立在俄罗斯埃尔科宁-达维多夫(E-D)小学数学课程中的测量概念和数字前教学阶段的代数设计的基础上。项目组正在调整和调整E-D数字前阶段的概念框架和学习任务，以供四岁儿童使用。改编工作是与参与最初E-D开发的俄罗斯专家合作完成的。该项目的一个主要目标是获得概念验证，并为后续的研究和开发奠定概念和经验基础。研究通过六个学生参与的教学实验进行。每名学生每周两次进行15分钟的一对一训练。会议将被录像和转录，以供进一步分析。这些数据的分析是由项目团队与俄罗斯顾问合作进行的。研究结果和方法将为支持更复杂和复杂的数学想法提供依据，这些想法将为K前学生和教师的课程发展提供信息。结果将被广泛公布和报道。

Developers and researchers at the Illinois Institute of Technology and Iowa State University are initiating an innovative approach to pre-K students' development of quantitative reasoning through measurement. This quantitative approach builds on measurement concepts and algebraic design of the pre-numeric stage of instruction found in the Elkonin-Davydov (E-D) elementary mathematics curriculum from Russia. The project team is adapting and refocusing the conceptual framework and learning tasks of the E-D pre-numeric stage for use with four-year-olds. The adaptation is being done in collaboration with experts in Russia who were involved in the original E-D development. A primary goal of the project is to obtain a proof-of-concept and lay down a conceptual and empirical foundation for a subsequent research and development.The research progresses using teaching experiments involving six students. Each student is engaged in 15 minute one-on-one sessions twice each week. Sessions are videotaped and transcribed for further analysis. The analysis of the data is conducted by the project team in collaboration with Russian consultants.The research findings and methodology will provide grounds for supporting more complex and sophisticated mathematical ideas that will inform curriculum development for pre-K students and teachers. Results will be published and reported widely.