Engaging Preschoolers in Data Collection and Analysis to Promote Computational Thinking in Mathematics: Exploring a Technology-Based Approach

这个为期三年的探索性项目回应了迫切和持续的需要，为那些有可能落后于同龄人的儿童提供高质量的数学学习机会。迫切需要投资于学前STEM工作，为儿童以后的STEM技能奠定坚实的基础。然而，缺乏整合早期数学和计算思维（CT）的高质量教学资源。 该项目通过推进研究和开发如何培养学前儿童（4-5岁）的数学知识和计算思维来满足这一需求。具体而言，该项目将创建和测试一套适合发展的，基于游戏的，解决问题的活动，通过让儿童参与数学调查，动手材料和使用数字工具收集和显示数据，将数学和计算思维结合起来。该团队将针对特定的数学技能，这些技能对幼儿自然有吸引力（如计数和分类），并为以后的数据收集和分析中的学术数学能力奠定基础，为幼儿在小学及以后的数学和计算思维任务中取得成功奠定基础。该项目的总体目标是了解幼儿如何应用他们的数学知识（即，通过计数、排序和分类来组织数据）来回答现实世界的问题，并利用计算机技术来促进这种学习。使用迭代的，基于设计的研究方法，该团队将（1）开发一套9个动手，基于游戏的，真实的世界学习活动，（2）开发一个配套的数字工具来收集和显示数据，这两者都旨在提高学龄前儿童的数学和计算思维，（3）开发旨在更好地了解学龄前儿童的数学和计算思维的评估，反过来，（4）创造和完善学习蓝图和猜想图，以指导幼儿课程发展。该项目的第一年涉及通过对使用这些活动的儿童进行观察研究来发展课堂教学活动和评估任务。该过程将开始定义学习蓝图中的学习目标，并详细说明推测图中的具体结果，推测图描述了这些教学活动如何导致改善学习结果的理论。在第二年，研究小组将在纽约市和波士顿大都市地区的10个学前班教室进行两次教学任务的试点测试。数据收集将包括对儿童的观察和访谈，以及教师调查和访谈。第三年将侧重于数据分析和传播，以及根据研究结果修订教学任务。通过这种方式，该项目有可能改变目前幼儿计算思维的概念，缩小儿童数学学习的机会差距。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This three-year exploratory project responds to the urgent and persistent need to foster high-quality mathematics learning opportunities for children who are at risk of starting school behind their peers. There is a pressing need to invest in preK STEM efforts to build a solid basis for children's STEM skills later in life. Yet there is a dearth of high-quality instructional resources that integrate early mathematics and computational thinking (CT). This project addresses this need by advancing research and development into how to foster preK children's (4-5-year-olds) mathematical knowledge and computational thinking. Specifically, this project will create and test a set of developmentally appropriate, play-based, problem-solving activities that integrate mathematics and computational thinking by engaging children in mathematical investigations with hands-on materials and the use of a digital tool to collect and display data. The team will target specific math skills that are naturally attractive to young children (such as counting and categorizing) and that provide a foundation for later academic math competencies in data collection and analysis, setting the stage for young children to succeed in mathematics and computational thinking tasks in elementary school and beyond. The overarching goals of this project are to understand how young children can apply their mathematical knowledge (i.e., organizing data through counting, sorting, and classifying) to answer real-world questions and leverage computer technology to facilitate this learning. Using an iterative, design-based research approach, the team will (1) develop a set of 9 hands-on, play-based, real world learning activities, (2) develop an accompanying digital tool to collect and display data, both of which are intended to improve preschoolers' mathematical and computational thinking, (3) develop assessments intended to better understand preschoolers' mathematical and computational thinking, and in turn, (4) create and refine a learning blueprint and conjecture map that can inform early childhood curriculum development. Year 1 of the project involves the development of classroom instructional activities and assessment tasks through observational studies of children using the activities. The process will begin with defining the learning goals in a learning blueprint and detailing the specific outcomes in the conjecture map, which describes the theory of how these instructional activities will lead to improved learning outcomes. In Year 2, the research team will conduct two pilot tests of the instructional tasks in ten preschool classrooms that serve low-income children in the New York City and Boston metropolitan areas. Data collection will include observation and interviews with children, as well as teacher surveys and interviews. Year 3 will focus on data analysis and dissemination, as well the revision of instructional tasks based on study findings. In this way, the project has potential for transforming current conceptions of young children's computational thinking and narrow opportunity gaps in children's mathematical learning.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.