Developing an Early Mathematics Intervention for Children with Disabilities in the Home Learning Environment

家庭数学环境(HME)包括有助于儿童发展数学理解和技能的家庭和家庭环境的特点。干预研究表明，在高等数学教育中开展的活动对早期数学技能的发展至关重要，可以支持儿童从非正规学校环境过渡到正规学校环境，如从学前班到幼儿园。尽管许多HME干预措施已经证明对儿童的数学成绩有显著和积极的影响，但研究人员压倒性地将重点放在典型的发育儿童上，往往排除了残疾学生。这是有问题的，因为残疾儿童入学时的数学技能往往低于正常发育的同龄人，需要在数学方面得到补充支持。本项目的目的是开发一种针对学龄前发育迟缓儿童(DD)的HME干预。该项目将患有痴呆症的儿童的照顾者作为迭代设计过程中的合作者，以制定可行和可持续的HME干预活动。该项目的两个目标是：(1)迭代开发针对整数概念的HME干预；(2)对HME干预进行小规模试点研究，以确立HME干预在提高儿童数学成绩方面的初步承诺。为了实现这些目标，该团队将使用迭代设计和开发过程，收集多种来源的定量和定性数据，并对80名照顾者-儿童夫妇进行一项小型先导性研究。研究问题将调查HME干预对以下几个结果的影响：儿童算术和数学词汇、照顾者的数学信念、照顾者报告的数学活动频率、照顾者与儿童的数学谈话、社会有效性和实施的忠诚度。该项目解决了为残疾儿童提供基于研究的HME干预措施的必要性。HME干预旨在补充和加强儿童作为学龄前课程一部分接受的数学教学。探索研究预科-12课程(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高预科-12年级学生和教师的科学、技术、工程和数学(STEM)的学习和教学。 -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。该奖项反映了美国国家科学基金会的法定使命，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。

The home mathematics environment (HME) includes characteristics of the family and home setting that contribute to children developing mathematical understanding and skills. Intervention studies indicate that activities conducted in the HME are critical to the development of early mathematics skills and can support children as they transition from informal to formal school settings, such as from preschool to kindergarten. Although many HME interventions have demonstrated significant and positive effects on children’s mathematics outcomes, researchers have overwhelmingly focused on typically developing children, often excluding students with disabilities. This is problematic because children with disabilities often enter school with lower mathematics skills compared to their typically developing peers and require supplemental support in mathematics. The purpose of this project is to develop a HME intervention for preschool-aged children with developmental delays (DD). The project includes caregivers of children with DD as collaborators in the iterative design process to develop feasible and sustainable HME intervention activities. The two aims of the project are to: (1) iteratively develop a HME intervention targeting whole number concepts; and (2) conduct a small-scale pilot study of the HME intervention to establish the initial promise of the HME intervention in improving children’s mathematics achievement. To accomplish these goals the team will use an iterative design and development process, collect multiple sources of quantitative and qualitative data, and conduct a small pilot study with 80 caregiver-child dyads. Research questions will investigate the effect of the HME intervention on several outcomes: child numeracy and mathematics vocabulary, caregiver mathematics beliefs, caregiver-reported frequency of mathematics activities, caregiver-child mathematics talk, social validity, and fidelity of implementation. The project addresses the need for research-based HME interventions for young children with disabilities. The HME intervention is designed to be supplemental to and build upon the math instruction that children receive as part of their preschool curriculum.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. 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.