How multi-digit number names guide attention, memory, and place value learning en early elementary mathematics

学习数字需要在数字符号、数字名称、数字顺序和它们所代表的数量之间进行协调。协调这些思想来理解数学中的位值系统是小学早期学习数字的学生面临的共同挑战。这是学习后来数学中数字和运算主题的一步，但也是建立在早期数字知识的基础上的。该项目旨在通过研究多位数的不同表示（书面数字符号，听到的数字名称）来了解儿童如何学习位值，以及对数字的先验知识如何影响儿童的学习。了解更多关于数位学习的知识将有助于创造更好地支持儿童学习的教学和课程资源。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、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实证依据。 这个探索性项目调查了知道多位数的数字名称、书写的数字符号和学生对位值的先验知识之间的关系。该项目通过一系列实验来研究早期对多位数符号的基本理解如何导致在位值指令过程中不同的即时注视模式。该项目旨在将学生的学习与教学实践和先前的知识联系起来。三个实验研究将在幼儿园进行，使用眼球追踪，测量学生的知识和不同的教学实践表示多位数。研究结果应该告诉教师如何描述多位数，以及如何最好地向学生展示它们。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Learning numbers involves coordinating between number symbols, number names, ordering of digits, and the quantities they represent. Coordinating these ideas to understand the place value system in mathematics is a common challenge for students learning number in early elementary grades. It is a step on the way to learning number and operations topics in later mathematics, but also builds upon earlier knowledge of numbers. This project seeks to understand how children learn about place value by studying different representations of multi-digit numbers (written number symbols, heard number names) and how prior knowledge of number influences children’s’ learning. Knowing more about multi-digit number learning will help to create teaching and curriculum resources that better support children’s learning. The Discovery Research preK-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.  The exploratory project investigates the relationship between knowing multi-digit number names, written number symbols, and students’ prior knowledge of place value. The project uses a series of experiments to study how early rudimentary understanding of multi-digit number symbols leads to differential in-the-moment gaze patterns during place value instruction. The project seeks to connect students’ learning to instructional practice and prior knowledge. Three experimental studies will be conducted with kindergartners using eye-tracking, measures of students’ knowledge and different instructional practices for representing multi-digit numbers. The findings should inform how multi-digit numbers could be described by teachers and how to best present them to students.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.