SBIR Phase II: Integrating Cognitive and Self-Regulatory Strategies to Improve Secondary Mathematics Outcomes

这个小企业创新研究（SBIR）第二阶段项目的更广泛的影响将是通过整体方法来支持通识教育课堂中的社会情感（SE），认知和学术技能，从而改善数学教学，参与和成果。通过整合这些学生特定数据的来源，教师将能够有效地识别和解决干扰理解，保留，动机和参与的其他因素，所有这些都对学术成果至关重要。这种数据驱动的、可扩展的方法将查明学生数学困难的个别原因，并提供基于证据的个性化干预措施。大规模改善停滞不前的数学成绩的潜力将直接转化为国家的经济利益。这项创新预计将对少数民族和女孩产生最大的影响，他们对STEM的动机和参与受到隐性偏见和刻板印象威胁的不成比例的影响。这个小企业创新研究（SBIR）第二阶段项目将使教师能够利用数据来解决学生在认知，SE和学术技能方面的差异，从而提高学生的参与度和数学成绩。该项目利用认知评估和学生SE自我报告可以解释超过60%的中学数学成绩的研究。该项目将展示具体的基于证据的个性化干预措施，用于参与，社交情感学习和学术指导，以改善个性化学习者档案的数学成果。这种方法将通过解决认知和SE技能的个体差异来推进当前的参与研究。这项研究将采用纵向随机对照试验，大样本代表广泛的社会经济地位，种族和民族。这个严格的设计将开发预测有效性和能力，有效地解决学习者的差异，以及在不同的学生群体中展示成果。这个奖项反映了NSF的法定使命，并已被认为是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的支持。

The broader impact of this Small Business Innovation Research (SBIR) Phase II project will be improvements in math instruction, engagement, and outcomes through a holistic approach to supporting social-emotional (SE), cognitive, and academic skills in general education classrooms. By integrating these sources of student-specific data, teachers will be able to effectively identify and address additional factors that interfere with understanding, retention, motivation and engagement, all of which are critical to academic outcomes. This data-driven, scalable approach will pinpoint individual causes of students' mathematics struggles and provide evidence-based, personalized interventions. The potential to improve stagnant mathematics achievement outcomes at scale would translate directly into economic benefits to the country. The innovation is expected to have the greatest effect on minorities and girls whose motivation and engagement in STEM are disproportionately impacted by implicit biases and stereotype threat. This Small Business Innovation Research (SBIR) Phase II project will enable teachers with the data to address student variability across cognitive, SE, and academic skills, leading to increases in student engagement and math achievement. This project leverages research that cognitive assessment and student SE self-reports can explain over 60% of middle school math outcomes. This project will demonstrate the specific evidence-based, personalized interventions for engagement, social-emotional learning, and academic instruction to improve math outcomes for individualized learner profiles. This approach will advance the current state of research on engagement by addressing individual differences in cognitive and SE skills. This research will feature a longitudinal randomized control trial with a large sample representing a broad range of socio-economic status, race, and ethnicity. This rigorous design will develop the predictive validity and ability to effectively address learner variability, as well as demonstrate outcomes in diverse student populations.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.