Secondary Mathematics, in-the-moment, Longitudinal Engagement Study

EHR核心研究计划强调基础STEM教育研究，将产生该领域的基础知识。本研究将调查高中生参与数学的经验和他们的学习动机，以及课堂教学气氛是否支持数学的生产性参与。作为帮助提高全国学生数学成绩的重要努力，这项研究将立足于三个关键领域（动机，影响和社会互动），这对学生在数学方面的表现以及他们在其他STEM领域的成功至关重要。由于很少有研究在高中阶段调查这些关键领域，这项研究将启动长期，大规模，经验层面的分析，将推进该领域的知识。这项研究将建立在先前的研究基础上，这些研究表明，当学生学习数学时，他们更有动力和参与：（1）数学有意义，当学生相信他们有能力理解数学时;（2）数学和数学设置的情况对学生来说是有趣的;（3）学生感到安全，并支持他们承担智力风险;（4）当学生相信他们有能力理解数学时，他们会更积极地学习数学。（4）努力和理解比表现文化更重要;（5）学生觉得他们的想法和他们自己对老师和同龄人都很重要。为了实现这些目标，该研究将根据对课堂教学和学生行为的观察，制定更多（或更少）参与的气候特征概况。将对学生对课堂气氛和日常经历的看法进行定量和定性分析。这将使研究人员能够绘制学生动机和参与度的增长，以及位于课堂气氛配置文件中的一系列即时体验如何有助于学生在数学中参与和有效表现的倾向。该项目将开发一个移动的应用程序来研究学生的经验，建立经验抽样方法（EMS）。定性访谈和个案研究的观察也将被用来捕捉学生的参与行为和感知的机会，成为专注于当下的经验。来自这些来源的数据将补充和验证更大规模的纵向分析。本研究的结果将有助于进一步了解高中生对数学的学习动机和投入程度。移动的应用程序将通过提示、量表和观察协议来补充，以指导研究人员进一步研究即时参与。参与教学气候和高中学生的动机成长概况的配置文件将用于试点不同学生群体的教师专业发展。这项研究还将开发教师专业发展模块，并将在线提供给广大教育界使用。

The EHR Core Research program emphasizes fundamental STEM education research that will generate foundational knowledge in the field. This study will investigate high school students' experiences of engagement with mathematics and their motivation to learn, and the ways that classroom instructional climates do or do not support productive engagement with mathematics. As an important effort to help improve student achievement in mathematics nationally, this study will be grounded in three critical areas (motivation, affect, and social interactions), which are essential to both student performance in mathematics and to their success in other STEM fields. Since few studies have investigated these critical areas at the high school level, this study will initiate long-term, large-scale, experience-level analysis that will advance knowledge in the field. The research will build on prior studies that suggest that students are more motivated and engaged with learning mathematics when: (1) mathematics makes sense and when students believe that they are capable of making sense of mathematics; (2) mathematics and situations in which the mathematics is set are interesting to students; (3) students feel safe and supported to take intellectual risks; (4) effort and understanding are promoted over a performance culture; and (5) students feel that they matter, their ideas and themselves as people, to their teacher and their peers. To accomplish these goals, the study will develop profiles of climate characteristics that are more (or less) engaging based on observations of classroom instruction and students' behavior. Both quantitative and qualitative analysis of students' perceptions of their classroom climates and day-to-day experiences will be done. This will allow researchers to map growth in student motivation and engagement as well as how a series of in-the-moment experiences, situated within classroom climate profiles, contribute to students' tendencies to engage and perform productively in mathematics. The project will develop a mobile app to study students' experiences in the moment, building Experience Sampling Methodology (EMS.) Qualitative interviews and observations of case studies will also be used to capture students' engaged behaviors and perceptions of opportunities to become absorbed in the moment experiences. Data from these sources will complement and validate the larger-scale longitudinal analyses. Outcomes from this research will advance understanding about high school students' motivation and engagement toward mathematics. The mobile application will be supplemented by prompts, scales, and observational protocols to guide researchers in further study of in-the-moment engagement. Profiles of engaging instructional climates and profiles of high school students' growth in motivation will be used to pilot professional development for teachers of diverse student populations. This research will also develop modules for teacher professional development and will be delivered to online for use by the at-large education community.