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着实质性的差异(例如， 基数)和相关技能(例如，计数；Geary和VanMarle 2016) 入学时准备学习正规数学的个体差异(Geary等人)。2018)和风险 数学学习(Chu et al.2019年)。以儿童为中心的干预措施缩小了这些差距(Dumas等人)。2019年)但受苦 从逐渐淡出，因此通常不会带来长期利益(Bailey，2019)。类似的淡出现象也被发现 对少年犯进行个体化治疗，但通过多系统治疗可以取得持续的进展 涉及儿童、家庭环境和学校的干预措施(Henggler等人)。2009)，现在是时候 考虑一下LD的这种方法。拟议的项目将提供一个独特和迫切需要的基础 发展多系统--包括儿童、父母、家庭和学校--的干预措施 学龄前儿童长期存在数学困难的风险，包括数学学习困难。主元件 将对算术相关的家庭环境进行有史以来最彻底的评估， 包括对家长数学成绩的评估，以及与家长数学对话的复杂性 儿童，与学龄前儿童的核心概念数发展有关(Zippert&rittle-Johnson 2020)。课堂部分将包括教师报告和对学生的直接观察 参与学习机会和课堂上提出的数学的复杂性。这孩子- 集中评估将侧重于核心数字知识的纵向发展和 预测未来学校数学学习准备和数学学习风险的量化技能(Chu等人)。 2019年；Geary等人。2018年)。这一雄心勃勃的组合将使有史以来第一次对 促进儿童早期数学发展的多种情境因素和以儿童为中心的因素， 包括表明以后学习数学的风险的因素。独特的功能包括对父母的直接评估 数学能力；对儿童唤起效果的评估(例如，儿童的数字知识 预测亲子数字谈话复杂性的纵向变化？)；以及对学生的评估 参与学龄前儿童的课堂活动。总之，对核心量化知识和技能的关注， 对父母、家庭环境、课堂参与度和学习的综合评估 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、入学准备和数学风险的多重影响 身份证。这一组合将为早期多系统干预提供基础，以便更好地准备 高危儿童学习数学。

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.