Research Strategy: Multisystemic Study of Early Mathematics Development

项目摘要-研究 学龄前儿童对核心数字概念的理解存在实质性差异（例如， 基数）和相关技能（例如，计算; Geary & VanMarle 2016），预测未来 在入学时学习正式数学的准备程度的个体差异（Geary等人，2018年）和 数学LD（Chu等人，2019）。以儿童为中心的干预措施减少了这些差距（大仲马等人，2019年），但 从淡出，因此通常不会带来长期的好处（贝利，2019）。发现类似的淡出 与青少年罪犯的个别治疗，但持续的收益可以实现与多系统 涉及儿童、家庭环境和学校的干预措施（Henggeler等人，2009年），现在是时候 考虑LD的这种方法。拟议的项目将提供一个独特的和急需的基础， 发展多系统-包括儿童、父母、家庭和学校-的干预措施， 学龄前儿童谁是在长期的数学困难的风险，包括数学LD。Home组件 将提供有史以来最彻底的评估与算术有关的家庭环境， 包括评估父母的数学成绩和与他们的数学谈话的复杂性。 儿童，与学龄前儿童的核心概念数字发展有关（Zippert & Rittle-Johnson 2020年）。课堂部分将包括教师报告和直接观察学生的行为。 参与学习机会和课堂上呈现的数学的复杂性。孩子- 集中评估将侧重于核心数字知识的纵向发展， 定量技能，预测以后的学校准备数学学习和风险的数学LD（朱等人。 2019; Geary et al. 2018）。这一雄心勃勃的组合将使有史以来第一次动态评估 多种背景和以儿童为中心的因素有助于儿童的早期数学发展， 包括表明日后数学学习障碍风险的因素。独特的功能包括直接评估父母的 数学能力;儿童唤起效果的评估（例如，儿童的数字知识 预测亲子数字对话复杂性的纵向变化？）;和学生的评价 参与学前班的活动。总而言之，对核心定量知识和技能的关注， 对父母、家庭环境、课堂参与和学习的综合评估 经验和儿童特征将提供迄今为止最广泛和最彻底的研究， 对早期数学发展和入学准备以及数学风险的多重影响 LD.这种结合将为早期多系统干预提供基础， 数学学习的风险儿童。

Project Summary - Research There is substantive variation in preschooler’s understanding of the core number concepts (e.g., cardinality) and associated skills (e.g., counting; Geary & VanMarle 2016) that are predictive of later individual differences in readiness to learn formal math at school entry (Geary et al. 2018) and risk of math LD (Chu et al. 2019). Child-centered interventions reduce these gaps (Dumas et al. 2019) but suffer from fade out and thus do not typically confer long-term benefits (Bailey, 2019). Similar fade out is found with individual therapy with young offenders, but sustained gains can be achieved with multisystemic interventions involving the child, home environment, and school (Henggeler et al. 2009), and it is time to consider this approach for LD. The proposed project will provide a unique and much-need foundation for the development of multisystemic – including child, parents, home, and school – interventions for preschoolers who are at risk for long-term math difficulties, including math LD. The home component will provide the most thorough assessment ever conducted of the numeracy-related home environment, including assessment of parent’s math achievement and the complexity of the math-talk with their children, as related to preschoolers’ core conceptual number development (Zippert & Rittle-Johnson 2020). The classroom component will include teacher-report and direct observation of students’ engagement in learning opportunities and the complexity of the math presented in classrooms. The child- centered assessments will focus on the longitudinal development of the core number knowledge and quantitative skills that predict later school readiness for math learning and risk of math LD (Chu et al. 2019; Geary et al. 2018). This ambitious combination will enable the first-ever dynamic assessment of the multiple contextual and child-centered factors that contribute to children’s early math development, including factors that indicate risk of later math LD. Unique features include direct assessment of parents’ math competencies; assessments of child-evocative effects (e.g., does children’s number knowledge predict longitudinal change in the complexity of parent-child number talk?); and assessments of students’ engagement in preschool classrooms. In all, the focus on core quantitative knowledge and skills, combined assessments of parents, the home environment, classroom engagement and learning experiences, and child characteristics will provide the broadest and most thorough study to date of the multiple influences on early mathematical development and preparation for school entry and risk of math LD. The combination will provide the foundation for early multisystemic interventions to better prepare at-risk children for math learning.