CAREER: Mechanisms Underlying the Relation between Mathematical Language and Mathematical Knowledge

学龄前数学和几何技能的成功发展为以后的学业和事业成功奠定了坚实的基础。最近的证据表明，在学龄前学习数学语言(例如，多、少、少、近、以前等概念)支持这种发展。这一学院早期职业发展(职业生涯)项目的目的是研究数学语言教学改善数学技能学习的过程，以便设计并将最有效的干预措施转化为实际的课堂教学。这个项目的第一个目标是检验定量和空间数学语言是否影响数学成绩的不同方面的发展(例如，计算、几何)。第二个目标是考察量化数学语言与算术教学是如何单独或联合影响算术能力发展的。这项研究的发现不仅将用于提高对数学语言和数学技能如何发展的理论理解，而且为这项研究开发的教材也将成为提高幼儿数学语言和数学技能的实用工具。本项目的重点是评估早期数学语言技能在早期数学技能习得中的作用。将进行两个随机对照试验(RCT)。第一个随机对照测验将用于评估不同类型的数学语言教学(定量、空间)对数学(计算、几何)不同方面的影响。预计定量语言教学将提高数学技能，空间语言教学将提高几何技能。第二个随机对照测验将被用来考察定量语言教学和算术教学对儿童算术技能的独特和联合影响。预计与积极控制组相比，这两种类型的指令本身就足以提高计算结果，但两者的结合将导致比单独使用任何一种类型的指令都能提高计算成绩。教育目标将通过让不同群体的本科生和研究生参与实践研究体验、培训职前和在职教师的数学语言教学以及与早期职业研究人员建立合作关系来整合和支持。项目结束时将提供干预材料，包括为项目开发的故事书和在职前和在职教师培训/教案材料。职业计划是国家科学基金会(NSF)范围内的一项活动，旨在通过杰出的研究、出色的教育以及在其组织使命范围内整合教育和研究来支持初级教师，以支持教师-学者的角色。该项目得到了美国国家科学基金会发现研究预科-12(DRK-12)计划的支持。DRK-12旨在通过研究和开发创新的资源、模式和工具，显著提高K-12学前班学生和教师的科学、技术、工程和数学(STEM)的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和经验上的证明。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Successful development of numeracy and geometry skills during preschool provides a strong foundation for later academic and career success. Recent evidence shows that learning math language (e.g., concepts such as more, few, less, near, before) during preschool supports this development. The purpose of this Faculty Early Career Development (CAREER) project is to examine the process by which math language instruction improves learning of mathematics skills in order to design and translate the most effective interventions into practical classroom instruction. The first objective of this project is to examine if quantitative and spatial math language effect the development of different aspects of mathematics performance (e.g., numeracy, geometry). The second objective is to examine how quantitative math language versus numeracy instruction, either alone or in combination, effect numeracy development. The findings from this study will not only be used to improve theoretical understanding of how math language and mathematics skills develop, but the instructional materials developed for this study will also result in practical tools for enhancing young children's math language and mathematics skills. This project is focused on evaluating the role of early math language skills in the acquisition of early mathematics skills. Two randomized control trials (RCTs) will be conducted. The first RCT will be used to evaluate the effects of different types of math language instruction (quantitative, spatial) on distinct aspects of mathematics (numeracy, geometry). It is expected that quantitative language instruction will improve numeracy skills and spatial language instruction will improve geometry skills. The second RCT will be used to examine the unique and joint effects of quantitative language instruction and numeracy instruction on children's numeracy skills. It is expected that both types of instruction alone will be sufficient to generate improvement on numeracy outcomes compared to an active control group, but that the combination of the two will result in enhanced numeracy performance compared to either alone. Educational goals will be integrated with and supported through engaging diverse groups of undergraduate and graduate students in hands-on research experiences, training pre- and in-service teachers on mathematical language instruction, and building collaborative relationships with early career researchers. Intervention materials including storybooks developed for the project and pre- and in-service teacher training/lesson plan materials will be made available at the completion of the project.The CAREER program is a National Science Foundation (NSF)-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This project is supported by NSF's Discovery Research PreK-12 (DRK-12) program. DRK-12 seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.