Mathematical Record Keeping Supports Cognition and Communication (MaRKS)

数学记录保存支持认知和交流 (MaRKS)

• 批准号: 1348810
• 负责人: Daniel Heck
• 金额: $ 30万
• 依托单位: Horizon Research Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2016-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1348810&HistoricalAwards=false
• 关键词: Mathematical; Record; Keeping; Supports; Cognition

The project conducts an exploration of elements of geometric mathematics tasks that promote students' record keeping (RK) strategies that facilitate student cognition during problem solving and aid in communication about how solutions were obtained. The project addresses three questions: (1) What features of mathematics task presentation promote record keeping that aid middle grades students cognition and communication? (2) What principles can be derived and applied for designing tasks to promote useful record keeping? (3) How does student performance differ on tasks designed with supports for record keeping versus tasks without such supports? Are there different impacts for English Language Learners (ELL) versus non-ELL students? The project uses the framework of Cognitive Load Theory (CLT) to guide the work. A variety of methods will be used in the study, including student observations and interviews, design and testing of tasks and creation of a rubric, and an experiment that uses tasks with and without RK supports, particularly noting impacts for ELL students.The study's findings has immediate relevance for mathematics instruction.

该项目对几何数学任务的要素进行了探索，这些任务促进了学生记录保存（RK）策略，从而促进了在解决问题期间的学生认知，并有助于沟通有关如何获得解决方案的沟通。该项目解决了三个问题：（1）数学任务演示文稿的哪些特征促进记录保持辅助中级学生的认知和沟通？ （2）可以得出哪些原则并用于设计任务以促进有用的记录保存？ （3）在没有这样的支持的情况下，学生的绩效在具有记录的支持与任务的支持方面有何不同？对英语学习者（ELL）与非贵族学生有不同的影响吗？该项目使用认知负载理论（CLT）的框架来指导工作。该研究将使用各种方法，包括学生的观察和访谈，任务的设计和测试以及创建标题的设计，以及使用有或没有RK支持的任务的实验，尤其是对ELL学生的影响。该研究的发现与数学教学有关。