Working with Teachers and Leveraging Technology to Scale Opportunities to Learn More Complex and Conceptually Difficult Middle School Mathematics

与教师合作并利用技术来扩大学习更复杂和概念上困难的中学数学的机会

• 批准号: 0437861
• 负责人: Jeremy Roschelle
• 金额: --
• 依托单位: SRI International
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-15 至 2010-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0437861&HistoricalAwards=false
• 关键词: Working; Teachers; Leveraging; Technology; Scale

The project takes as its theme the fact that U.S. students are less likely than their international peers to learn complex and conceptually difficult mathematics and thus lag in measures of achievement. This IERI project focuses on scaling an important innovation made possible by the increasing availability of technology in schools--the use of manipulable, graphical representations and simulations to democratize access to advanced mathematics. The project builds on a former Phase I IERI award where the project team developed the methodological approaches and an evidentiary base for scaling up this innovation, and created the partnerships needed to conduct a randomized experiment in schools. The team will now investigate the following questions relating to scale:1. Can a wide variety of teachers use innovative technology (SimCalc) to create new opportunities for students to learn complex and conceptually difficult mathematics (ratio and proportion are the topics proposed)?2. Which teaching practices positively affect students' learning with these innovative materials, and can teachers improve student learning by implementing a focused subset of these best practices?3. Do student gains persist as we reduce the presence of the research team?

该项目以其主题为主题，即美国学生比国际同龄人学习复杂且概念上困难的数学，从而滞后于成就量度的事实。 该IERI项目着重于扩大由于学校技术在学校中的越来越多的可用性而实现的重要创新 - 使用可操作的图形表示和模拟来民主化对高级数学的访问。 该项目基于以前的I期IERI奖，该项目团队开发了方法论方法和证据基础，以扩大这项创新，并建立了在学校进行随机实验所需的合作伙伴关系。 团队现在将调查有关规模的以下问题：1。各种各样的教师能否使用创新技术（SIMCALC）为学生创造新的机会，以学习复杂且概念上困难的数学（比率和比例的主题）？2。哪种教学实践用这些创新的材料对学生的学习产生积极影响，并且教师可以通过实施这些最佳实践的重点来改善学生的学习？3。当我们减少研究团队的存在时，学生会收益是否持续？