SBIR Phase I: The Math Simulator - Where Data Input is Directly Linked to Functional Output

这个SBIR第一阶段项目旨在解决美国学生在中学年级的熟练程度急剧下降的问题。纵观多年来的国际考试数据，这一下降突显了为学生在数学课堂上取得成功做好准备的迫切需要。没有扎实的数学基础，美国学生就不可能在科学、技术和工程方面取得成功。他们高中毕业的可能性将降低，在大学取得成功的可能性将下降，并面临在全球经济中被甩在后面的风险。许多人指望科技来应对这一挑战--但2200万数学困难重重的美国学生不再需要另一个虚拟教程、在线讲座或更多的计算机练习时间来做教科书上的数学题。他们需要的是一个模拟器。一个全面的模拟器，在那里他们可以看到、听到和体验数学是如何工作的-以及为什么它很重要。该项目将开发一种创新产品，将互动视频挑战数学问题提供给任何教室，符合五到八年级数学的共同核心国家标准。该产品将使用复杂的编程系统和代码库，允许教师在低带宽环境中收集学生数据和对复杂数学问题的响应，从而产生函数输出，接受来自多个学生设备的快速实时响应，这些设备的范围从计算机到手机。在该产品中，教师为学生创造任务和挑战；学生将努力解决多个步骤的问题并提供答案，当模拟进行时，教师保持对整个课堂共享内容的最终控制权。捕获学生数据和响应，并将其直接连接到强大的学习管理系统。该产品预计将是非常有效的，因为它在教学前为学生提供了发生生产性失败(PF)的机会；与首先提供教学的典型方法相比，PF在概念学习和向新情景迁移方面显示出更高的效果。第一阶段项目将使用实验设计进行初步研究，以确定在单一CCSS标准上使用干预措施对学生成长的影响大小。

This SBIR Phase I project is designed to address the dramatic drop in US student proficiency happening in the middle school grades. Seen across years of international test data, this drop highlights the urgent need to prepare students for success in the math classroom. Without a solid foundation in math, US students cannot succeed in science, technology and engineering. They will be less likely to graduate high school, will struggle to succeed in college, and are at risk of being left behind in a global economy. Many look to technology to address this challenge - but the 22 million US students struggling in mathematics do not need yet another virtual tutorial, online lecture or more practice time on a computer doing textbook-based math problems. What they need is a simulator. A comprehensive simulator where they can see, hear and experience just how math works - and why it matters. This project would develop an innovative product that delivers interactive video challenge math problems, aligned to Common Core State Standards for 5th through 8th grade mathematics, into any classroom. This product will use a complex programming system and codebase to allow teachers to collect student data and responses to complex math problems that result in functional output, accepting rapid real-time responses from multiple student devices, that can range from computers to mobile phones, in a low-bandwidth environment. Within the product, teachers generate tasks and challenges for students; students would grapple with multi-step problems and provide answers, with the teacher maintaining ultimate control over what is shared out with the classroom as a whole when the simulation is played out. Student data and responses are captured and are connected directly to a robust learning management system. The product is anticipated to be highly effective by providing students with an opportunity for Productive Failure (PF) prior to instruction; PF shows a higher effect size for both conceptual learning and transfer to novel situations than typical approaches where instruction is provided first. The Phase I project will conduct preliminary research using an experimental design to determine effect size of student growth from use of the intervention on a single CCSS standard.