SBIR Phase II: Mobile Games Teaching Rational Number Operations

这个SBIR第二阶段项目提供了一种独特的方法，通过互动，自适应游戏来教授分数操作的困难内容。现有的产品在教授分数方面并不有效，一半的美国八年级学生不能正确地订购三个分数，这是四年级的标准。目前的研究和共同核心国家标准强调使用数字线来教授分数，这是一种更有效的方法;然而，领先的课程并不完全符合这种方法。该项目旨在通过鼓励估计和解决问题的应用程序来提高3 - 5年级学生对分数的理解。与其他通常只以分数结束的应用程序不同，该项目将提供丰富的、可操作的洞察力，帮助教师筛选和监控学生随时间的进展，从而改善教师的教学和学生的学习。该项目与NSF改善所有儿童数学教育的使命紧密结合，满足了市场对符合共同核心并提供数据驱动干预支持的有效软件的基本需求。该软件将专门为数学困难的儿童设计，并将符合干预软件的标准，进一步提高其在学校市场的商业价值和创收潜力。该项目旨在针对儿童，提高儿童在估计和解决分数算术中使用有效策略的能力。的元战略意识和元认知能力。该项目将包括为教师开发一系列分数应用程序和基于游戏的数据报告，以帮助他们定制教学和目标干预措施。从孩子们身上获取可操作的洞察力？而不是从标准化考试的游戏是一个新颖的创新，有可能大大改变教学和学习。开发过程将包括线框图新颖的游戏和开发应用程序组件和功能。后端系统将识别在播放期间收集的点击流数据中的学习模式，并将数据挖掘技术应用于这些模式。后端将识别一系列动作并将它们与特定策略相关联，而不是评估单个动作的正确或不正确。这些数据将用于通知教师，测试假设，并为学习提供证据。动态内容生成引擎将使用从学生数据中提取的见解为学习者提供高度针对性的微调活动。项目？的研究将包括两个非正式的设计研究和随机对照研究与第三至第五年级的学生，以确定使用软件的程序和概念知识的分数的影响。

This SBIR Phase II project offers a unique approach to teaching the difficult content of operating with fractions through interactive, adaptive games. Existing products are not effective at teaching fractions, and half of US eighth graders cannot correctly order three fractions, a fourth grade standard. Current research and the Common Core State Standards emphasize using a number line to teach fractions, which is a more effective approach; however, leading curricula are not fully aligned to this method. This project aims to improve 3rd-5th grade students' understanding of fractions through engaging apps that encourage estimation and problem-solving. Unlike other apps, which typically end with just a score, this project will provide rich, actionable insight to help teachers screen and monitor students' progress over time, thereby improving teachers' instruction as well as student learning. Closely aligning with NSF's mission of improving mathematics education for all children, this project fills an essential need in the marketplace for engaging, effective software that aligns with Common Core and provides data-driven intervention support. This software will be specially designed for children who struggle in mathematics and will meet the criteria for intervention software, further increasing its commercial value for the school market and its potential to generate income.This project aims to improve children's use of efficient strategies in estimating and solving fractions arithmetic by targeting children?s metastrategic awareness and metacognitive abilities. This project will include the development of a series of fractions apps and game-based data reporting for teachers to help them tailor instruction and target interventions. Extracting actionable insight from children?s gameplay rather than from standardized tests is a novel innovation that has the potential to dramatically change teaching and learning. The development process will include wireframing novel gameplay and developing app components and features. The backend system will identify learning patterns within clickstream data collected during play and apply data-mining techniques to these patterns. Instead of assessing single actions as correct or incorrect, the backend will identify series of actions and associate them with a particular strategy. This data will be used to inform instructors, test hypotheses, and provide evidence for learning. A dynamic content generation engine will use the insights extracted from student data to provide learners with highly targeted, fine-tuned activities. The project?s research will include both informal design research and a randomized control study with 3rd-5th grade students to determine the effects of using the software on procedural and conceptual knowledge of fractions.