A Study of the Struggling Learner's Knowledge and Development for Number and Operation

困难学习者数与运算知识及发展的研究

• 批准号: 0918060
• 负责人: John Lannin
• 金额: $ 45万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0918060&HistoricalAwards=false
• 关键词: Study; Struggling; Learner; Knowledge; Development

John Lannin and Delinda van Garderen, University of Missouri, are conducting a three-year exploratory study that targets 1st and 2nd grade students who struggle in the area of number and operations. The research questions are as follows: (1) What cognitive obstacles exist for 1st and 2nd grade children who struggle with number and operations? (2) What similarities and differences exist in the cogntive obstacles for these groups of children? (3) What impact do the identified cognitive obstacles have on the learning trajectory for these groups of children? Utilizing design research methodology with a longitudinal component, classrooms are set up so that six pairs of students will work in joint activity on tasks that address both routine and transfer. Deliverables include publications in journals and the development of a design-driven model that will help struggling students at the primary grades deal with number and operations. The model includes a conceptual framework and a refined learning trajectory with implications for instruction. The emerging learning trajectory could potentially inform and guide educational researchers, curriculum designers, assessment developers, and teachers as they address the needs of children with learning difficulties in mathematics at the primary school level. Multiple case studies are developed; data from classroom observations during mathematics instruction and interviews with teachers are included in the analysis. Interviews with teachers about student work and their students' thinking are also used to learn more about the interventions used in the teaching experiments. Data analysis involves constructing case studies of struggling students in order to establish learning trajectories in the area of number and operations. The product will be a set of cases that will lend insight into how struggling students might be supported as they learn about number and operations at the primary grades, thus helping link assessment and instructional practice in a grounded way, and contributing to the knowledge base regarding interventions for a range of struggling young students in the area of number and operations.

密苏里大学的约翰·兰宁（John Lannin）和德林达·范·加德伦（Delinda Van Garderen）正在进行三年的探索性研究，该研究针对一年级和二年级的学生，他们在人数和运营领域挣扎。研究问题如下：（1）一年级和二年级的孩子在数量和操作中挣扎的孩子存在哪些认知障碍？ （2）这些儿童群体的同名障碍中存在哪些相似性和差异？ （3）确定的认知障碍对这些儿童群体的学习轨迹有什么影响？使用纵向组成部分的设计研究方法，建立了教室，以便六对学生将共同从事解决常规和转移的任务。 可交付成果包括期刊上的出版物以及设计以设计驱动的模型的开发，该模型将帮助苦苦挣扎的学生在小学年级处理数字和运营。该模型包括一个概念框架和精致的学习轨迹，对教学有影响。新兴的学习轨迹可以潜在地告知和指导教育研究人员，课程设计师，评估开发人员和教师，以满足小学一级学习困难的儿童的需求。开发了多个案例研究；分析中包括了数学教学期间的课堂观察数据和对教师的访谈的数据。与老师有关学生工作及其学生思维的访谈也用于了解教学实验中使用的干预措施。数据分析涉及构建陷入困境的学生的案例研究，以在数量和操作领域建立学习轨迹。该产品将是一系列案例，可以深入了解他们在小学一年级学习的数字和运作时如何支持挣扎的学生，从而帮助以扎根的方式将评估和教学实践联系起来，并为知识库提供有关数量和运营领域中一系列挣扎的年轻学生的干预措施的知识基础。