Understanding The Role of Executive functions in secondary mathematics learning

在第一年，学生将开发和验证通用领域和特定领域EF技能的认知测量的在线版本（如工作记忆：句子和计数跨度任务，抑制：数字和非数字stroop任务;转移：涉及数字和非数字规则的规则切换任务）使用在线版本PsychoPY（Peirce，2007年）7年级学生将完成这些措施的在线版本，以及传统的1：1测试措施，以建立在线措施的重测和收敛可靠性。 在第2年至第3年，学生将探索这些措施的表现如何与数学进步相关。在一项为期两年的广泛纵向研究中，在线EF测量将由大约28，000名学生的子集完成，这些学生的数学进步正在由NoMoreMarking的CJ评估服务进行评估。学生的概念理解将在开始和7年和8年结束时使用CJ方法进行测量。学生将通过7年级的课程收集EF技能的特定领域和一般领域的在线分数。分析将探讨在何种程度上在7年级的数学进步可以是EF发挥特定领域与一般领域的作用，EF任务的特定领域和一般领域版本的预测能力将进行对比和可比分析的进展措施在英语进行。同样的学生将在8年级重复EF评估，以调查EF技能随时间的增长，并进行分析，以探讨EF技能增长与数学进步之间的关系。 对学生的好处：培训认知研究方法和开放科学实践;培训安排和开展研究社区和更广泛的社区，更好地了解为什么一些学生在数学方面取得更大的进步，以及什么样的基于认知的干预措施可能最适合帮助那些零或负进步的人;开发一个可共享的在线EF测量验证电池。

In year 1 the student will develop and validate online versions of cognitive measures of domain-general & domain-specific EF skills (eg working memory: sentence & counting span tasks, Inhibition: numerical & and non numerical stroop tasks; shifting: rule switching tasks involving numerical & non-numerical rules) using the online version PsychoPY (Peirce, 2007) Year 7 students will complete online versions of these measures alongside traditional 1:1 testing measures to establish the test-retest & convergent reliability of the online measures. In years 2 to 3 the student will explore how performance on these measures is associated with mathematics progress. In an extensive two-year longitudinal study the online EF measures will be completed by subsets of the approximately 28,000 pupils whose mathematical progress is being assessed by NoMoreMarking's CJ assessment service. Pupils' conceptual understanding will be measured at the beginning & at the end of Years 7 & 8 using the CJ method. The student will collect online scores of domain specific and domain-general measures of EF skills through the course of Year 7. Analyses will explore the extent to which progress in mathematics across Year 7 can be EFs play a domain-specific vs. domain-general role, the predictive power of the domain-specific and domain-general versions of the EF tasks will be contrasted & comparable analyses on measures of progress in English conducted. The same pupils will repeat the EF assessments during Year 8 to investigate growth in EF skills over time and analyses will be conducted to explore the relationship between growth in EF skills and mathematics progress. Benefits to the student: Training in cognitive research methods and open science practices; Training in arranging and conducting research research community and wider community , A better understanding of why some pupils make greater progress in mathematics and what kinds of cognitive-based interventions might be best placed to assist those who make zero or negative progress; The development of a shareable validated battery of online EF measures.