SBIR Phase II: Avatar-guided system to develop mastery in mathematical problem solving.

SBIR 第二阶段：阿凡达引导系统，培养数学问题解决能力。

• 批准号: 1632573
• 负责人: ATTILA MEDL
• 金额: $ 73.07万
• 依托单位: Mgenuity Corporation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2019-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1632573&HistoricalAwards=false
• 关键词: SBIR; Phase; II; Avatar; guided

This SBIR Phase II project will develop software that teaches 4th-10th grade students how to solve mathematical problems that seem difficult, maybe even hopeless at first. Problems, by definition, are hard to solve. They require intensive thinking and open-ended experimentation, which are often not possible in today's classrooms. In the software, an expert avatar takes students on math explorations in video-game-quality 3D where they visualize and discover eye-opening mathematical truths. The program helps teachers turn math into exciting explorations that students will love. For example, as students fly a jumbo jet from New York to Tokyo, they effortlessly discover methods for finding the shortest path between two points on the surface of a sphere, which is a difficult geometry problem. Teachers can easily fit the program into their daily instruction and get crucial details about the weak spots of each student. The joy of discovery is envisioned to increase students' interest in math, science, and engineering and to significantly reduce their math anxiety. Besides creating jobs and tax revenue, the project is expected to contribute to measurably improved math scores across the nation's 132,000 schools educating 58 million students. The software being developed in this project is unique in that it emulates the natural style of communication between a student and an expert math teacher and immerses students in 3D virtual worlds where they develop deep mathematical insight and solve fascinating real-world problems. The program's ability to develop both mathematical content knowledge and problem-solving skills at the same time, as well as its capability to non-intrusively assess students during the mathematical explorations is also unmatched. During the Phase II project, the commercially viable software will be fully developed and its efficacy to improve students' mathematical problem-solving skills will be thoroughly researched. A pretest-posttest control group experiment will be conducted in authentic education settings to determine efficacy. The software's educational model and content may be adjusted if necessary based on the outcome of the research.

这个SBIR II期项目将开发软件，该软件教授四年级学生如何解决似乎很困难的数学问题，甚至一开始甚至是没有希望的。从定义上讲，问题很难解决。他们需要进行密集的思考和开放式实验，在当今的教室中通常是不可能的。在软件中，专家头像带学生在视频游戏质量的3D中进行数学探索，在那里他们可视化并发现大开眼界的数学真相。该计划可帮助教师将数学变成学生会喜欢的激动人心的探索。例如，当学生从纽约飞往东京的巨型喷气机时，他们毫不费力地发现了在球体表面上两个点之间找到最短路径的方法，这是一个困难的几何问题。老师可以轻松地将计划适应他们的日常教学，并获得有关每个学生弱点的关键细节。发现发现的乐趣是为了增加学生对数学，科学和工程学的兴趣，并大大减轻他们的数学焦虑。除了创造就业机会和税收收入外，该项目有望在全国132,000所教育5800万学生的132,000所学校中有助于提高数学成绩。该项目中开发的软件是独一无二的，因为它模拟了学生与专家数学老师之间的自然沟通方式，并使学生沉浸在3D虚拟世界中，在那里他们开发了深刻的数学洞察力并解决了令人着迷的现实世界中的问题。该计划同时发展数学内容知识和解决问题的能力的能力，以及其在数学探索期间非智能评估学生的能力也无与伦比。在II阶段项目中，将充分开发商业上可行的软件，并将彻底研究其提高学生数学解决问题技能的功效。将在真实的教育环境中进行预测试对照组实验，以确定功效。根据研究的结果，可以根据需要调整软件的教育模型和内容。