Shape Up Preschoolers Geometric Sense Predicts Future Mathematics Achievement

描述(由申请人提供)：这项纵向研究的目的是对36至38个月大的儿童的基本几何空间和形状概念知识进行评估，以便预测在50至52个月大的儿童即将入学时的标准化和规范化的数学和空间评估。这项研究填补了我们在a)早期几何能力与入学时数学准备的关系；b)儿童对几何形状及其性质获得敏感性的过程；以及c)社会经济地位对基础STEM能力发展的贡献方面的显著空白。这项研究代表了一种描述学龄前儿童几何空间知识与数学能力之间关系的独创性方法，也是创建几何知识课程干预的关键前提。这项研究是由这样一个事实推动的，即Head Start幼儿成果框架和全国幼儿数学教师委员会课程协调人都确定了在数学方面取得成功所需的具体能力：“识别、比较和命名常见形状的能力……组合和拆解形状”，以及“通过结合二维和三维形状来构建图片和设计。”因此，我们的研究直接涉及那些被广泛认为对孩子开始在STEM学习的成功轨道上至关重要的技能的发展。第一项研究是在孩子36到38个月大的时候进行的，询问孩子们对几何形状的了解程度。这项措施将探索学龄前儿童通过不同的视觉表现形式对几何形状和他们的名字的知识。再加上眼神跟踪技术，我们将能够访问他们的认知过程和产品。这项研究的核心是开发一套新的几何空间任务，旨在评估儿童在空间中操纵几何形状的能力。这些任务比通常评估的更早获得儿童的几何技能。此外，还将评估词汇和数字感觉，以提供智商和数学知识控制。14个月后，当这些儿童的年龄在50到52个月之间时，他们将被重新检查。在这次后续会议中，孩子们将接受一套涵盖数学能力、一般智力和视觉空间能力的验证性评估。这两个点的性能将被回归，以评估新的几何空间电池预测数学能力的能力。这项研究的实质重要性有三个方面。首先，它确立了早期几何空间能力对入学前数学能力的贡献。第二，这些发现将为支持STEM学科的学前课程的发展提供循证支持。最后，这项工作有助于在几何、空间和数学知识和能力方面研究性别和社会经济因素。 公共卫生相关性：关于幼儿几何概念知识与他们的数学能力之间的关系，我们知之甚少。这项研究对一组学龄前儿童进行了14个月的跟踪调查，评估了他们几何和数学能力的发展，使用了一套涉及处理二维和三维形状的创新任务。这项研究的结果为创建学龄前课程奠定了基础，这些课程可以提高幼儿在幼儿园之前的几何空间技能，从而使他们在科学、技术、工程或数学方面有一个良好的开端。

DESCRIPTION (provided by applicant): The purpose of this longitudinal research is to develop an assessment of 36- to 38-month-old children's knowledge of fundamental geometric spatial and shape concepts in order to predict to standardized and normed mathematical and spatial assessments at the age of 50 to 52 months, as children are on the verge of entering school. This study fills significant gaps in our understanding of a) the relation of early geometric competence to math readiness at school entry; b) the process by which children gain sensitivity to geometric forms and their properties; and c) the contribution of socioeconomic status to the development of foundational STEM abilities. The proposed research represents an original approach to characterizing the relation of geometric-spatial knowledge to mathematical ability in preschool children and is a critical prerequisite to the creation of curricular interventions on geometric knowledge. This study is impelled by the fact that both the Head Start Preschool Outcomes Framework and the National Council of Teachers of Mathematics, Curriculum Focal Points for Prekindergarten identify specific competencies needed for success in mathematics: "the ability to recognize, compare, and name common shapes...put together and take apart shapes," and "build pictures and designs by combining two- and three-dimensional shapes." Thus, our research directly addresses the development of those skills broadly considered to be crucial to starting a child on a successful trajectory of STEM learning. The first study, conducted when children are between 36 and 38 months, asks what children know about geometric forms. This measure will explore preschoolers' knowledge of geometric shapes and their names across diverse visual representations. Coupled with eye gaze-tracking technology we will be able to access both the product and process of their cognition. Central to this research is the development of a novel battery of geometric-spatial tasks designed to assess the ability of children to manipulate geometric forms in space. These tasks access children's geometric skills earlier than has been commonly evaluated. Additionally, vocabulary and number sense will be evaluated to provide IQ and mathematical knowledge controls. These children will then be revisited 14 months later when they are between the ages of 50 to 52 months. In this follow-up session, the children will be given a suite of validation assessments spanning mathematical ability, general intelligence, and visual-spatial ability. Performance at both points will be regressed to evaluate the ability of the novel geometric-spatial battery to predict mathematical ability. The substantial importance of this study is three-fold. First, it establishes the contribution of early geometric-spatial abilities to mathematical abilities prior to school entry. Second, these findings will provide evidence-based support for the development of preschool curricula supporting the STEM disciplines. Finally, the work contributes to the body of research on gender and socioeconomic factors in geometric, spatial, and mathematical knowledge and ability. Public Health Relevance: Little is known about how young children's knowledge of geometric concepts relates to their mathematical abilities. This study follows a group of preschoolers over the course of 14 months and assesses the development their geometric and mathematical ability using a suite of innovative new tasks involving manipulating two- and three-dimensional shapes. The results of this study set the foundation for the creation of preschool curricula that can enhance young children's geometric-spatial skills prior to kindergarten thus starting them on a good foot forward in science, technology, engineering, or math.