SBIR Phase I (COVID-19): Integrating Cognitive and Self-Regulatory Strategies to Improve Secondary Mathematics Outcomes

这个小企业创新研究（SBIR）第一阶段项目的更广泛的影响将是通过整合认知和行为的学习方法来改善数学教育。该项目将开发一种新的数据驱动方法，以了解学生数学斗争的根本原因，以便在解决所有年级和内容的教育工作者需求的实际解决方案中进行适当的干预。 这在虚拟学习环境中尤其重要，例如在COVID-19危机中产生的虚拟学习环境。这个小企业创新研究（SBIR）第一阶段项目整合了认知，行为和学习研究。这项创新将在现有的认知测量中增加自我控制的测量。 这种发展是重要的，因为在学习者的行为反应的高度变化。这一创新有望通过忠实地提供循证教学（EBT）来帮助培养独立、自我调节的学习者。该奖项反映了NSF的法定使命，并被认为值得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来支持。

The broader impact of this Small Business Innovation Research (SBIR) Phase I project will be to improve math education by integrating cognitive and behavioral approaches to learning. This project will develop a novel data-driven approach to understanding the underlying root cause of students' mathematics struggles to enable appropriate interventions in a practical solution addressing the needs of educators of all grade levels and content. This will be particularly important in a virtual learning environment, such as that generated in the COVID-19 crisis.This Small Business Innovation Research (SBIR) Phase I project integrates cognitive, behavioral, and learning research. The innovation will add measures of self-control to existing cognition measures. This development is important because of the high variation in behavioral responses across learners. This innovation is expected to help develop independent, self-regulated learners by enabling the delivery of evidence-based teaching (EBT) with fidelity.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.