Math Snacks Early Algebra: Using Games and Inquiry to Help Students Transition from Number to Variable

数学零食早期代数：利用游戏和探究帮助学生从数字过渡到变量

• 批准号: 1503507
• 负责人: Wanda Bulger-Tamez
• 金额: $ 300万
• 依托单位: New Mexico State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1503507&HistoricalAwards=false
• 关键词: Math; Snacks; Early; Algebra; Using

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.Many U.S. students enter college without the necessary background in algebra to be successful in advanced mathematics and science courses, and are thereby blocked from many rewarding careers. Oftentimes, the problem goes back to early algebra in grades 4-6, where students are introduced to abstract formulations before they understand the underlying ideas and the reasons for the questions being asked. As a result of inadequate preparation many students turn away from mathematics when faced with abstract algebra. Without mathematics, students are not able to enter the STEM field which results in a weakened workforce in these fields in the United States. In this 4-year Full Research and Development project, Math Snacks Early Algebra: Using Games and Inquiry to Help Students Transition from Number to Variable, the interdisciplinary research group from New Mexico State University will build on their success in using games to increase students' understanding of proportional reasoning and fractions. They will develop games to build conceptual understanding of key early algebra topics. The materials will be freely accessible on the web in both English and Spanish. The project will develop 4-5 games. Each game will include supporting materials for use by students in inquiry-based classroom lessons, and web-based professional development tools for teachers. Most students do not understand the variety of distinct ways that variables are used in mathematics: unknowns to be solved for, related quantities, general properties of numbers, and other uses. Algebra courses often emphasize the rules of manipulation, with less time spent on the underlying ideas. Students see variables as confusing new material, rather than as shortcuts for making sense of numbers, or as powerful tools for analyzing interesting problems. This hinders students' later interest and progress in STEM courses and careers.The intellectual merit for this R & D project includes the development of a new way to learn key underlying concepts in algebra, further investigation of the affordances of games and technology in learning abstract mathematical concepts, and a better understanding of learning assessment in early algebra. The broader impact for this R & D project includes making these tools widely available to students, and the potential shift of teachers towards effective mathematical pedagogy that is engaging and inquiry-based. Development will begin with existing research on early algebraic thinking and learning, and proceed through an iterative process involving design, testing in the NMSU Learning Games Lab, testing in classrooms, and back to design. The project will then study the effect of the developed materials on student understanding and on classroom learning environments. Qualitative and quantitative measures will be used. Researchers will use a custom measure aligned with NAEP (National Assessment of Educational Progress) and other standard tests, interviews and observations with teachers and students, and embedded data collection and self-reports on frequency and extent of game usage. After two earlier pilot studies, in the final year a delayed intervention study will be conducted with 50 teachers and their students. The Math Snacks team has existing partnerships for distribution of games and materials with PBS, GlassLabs, BrainPOP, and others. Academic findings of the project will be shared through conferences and research publications.

Discovery Research K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具的研究和开发，从而显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议的项目提供了理论和经验的理由。美国的学生进入大学，而没有必要的代数背景在高级数学和科学课程中取得成功，从而阻止了许多有益的职业。通常情况下，问题可以追溯到4 - 6年级的早期代数，在该年级中，学生在理解潜在的想法和提出问题的原因之前被介绍给抽象的表述。由于准备不足，许多学生在面对抽象代数时远离数学。没有数学，学生将无法进入STEM领域，从而导致美国这些领域的劳动力减弱。在这个为期4年的完整研究和开发项目中，数学小吃早期代数：使用游戏和询问来帮助学生从数字过渡到可变，新墨西哥州立大学的跨学科研究小组将以他们成功地利用游戏来增强学生对比例推理和分数的理解。他们将开发游戏，以建立对关键早期代数主题的概念理解。 这些材料将在网络上以英语和西班牙语自由访问。该项目将开发4-5场比赛。每个游戏都将包括支持学生在基于询问的课堂课程中使用的材料，以及为教师提供的基于Web的专业开发工具。大多数学生不了解变量在数学中使用的各种不同方式：要解决的未知数，相关数量，数字的一般属性以及其他用途。 代数课程通常强调操纵规则，而在基本思想上花费的时间更少。学生将变量视为令人困惑的新材料，而不是使数字有意义的捷径或用于分析有趣问题的强大工具。 这阻碍了学生后来对STEM课程和职业的兴趣和进步。该研发项目的智力优点包括开发一种新的方法来学习代数中的关键基础概念，进一步研究游戏和技术在学习抽象数学概念方面的提供的能力和技术，以及对早期algebra学习评估的更好理解。该研发项目的更广泛影响包括使这些工具可为学生广泛使用，以及教师向基于探究和询问的有效数学教学法的潜在转变。开发将从现有的关于早期代数思维和学习的研究开始，并继续进行涉及设计，在NMSU学习游戏实验室进行测试的迭代过程，在课堂上进行测试以及返回设计。然后，该项目将研究开发材料对学生理解和课堂学习环境的影响。将使用定性和定量措施。研究人员将使用与NAEP（全国教育进度评估）和其他标准测试，对教师和学生进行的访谈和观察以及有关游戏使用频率和程度的嵌入数据收集以及自我报告的定制措施。 经过两项较早的试点研究，在最后一年，将与50名老师及其学生进行延迟的干预研究。数学小吃团队与PBS，GlassLabs，BrainPop等人分发游戏和材料的现有合作伙伴关系。该项目的学术发现将通过会议和研究出版物共享。

项目成果

Measurement in learning games evolution: Review of methodologies used in determining effectiveness of Math Snacks games and animations

学习游戏进化的测量：回顾用于确定数学零食游戏和动画有效性的方法

• 发表时间: 2016
• 期刊: knowledge and learning
• 作者: Trujillo, K.;Chamberlin, B.;Wiburg, K.;Armstrong, A.
• 通讯作者: Armstrong, A.