Young Mathematicians: Expanding an Innovative and Promising Model Across Learning Environments to Promote Preschoolers' Mathematics Knowledge

年轻数学家：在学习环境中拓展创新且有前景的模式，以提升学龄前儿童的数学知识

• 批准号: 1907904
• 负责人: Jessica Young
• 金额: $ 194.61万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1907904&HistoricalAwards=false
• 关键词: Young; Mathematicians; Expanding; Innovative; Promising

Far too many children in the U.S. start kindergarten lacking the foundational early numeracy skills needed for academic success. This project contributes to the goal of enhancing the learning and teaching of early mathematics in order to build a STEM-capable workforce and STEM-literate citizenry, which are both crucial to our nation's prosperity and competitiveness. Preparation for the STEM-workforce must start early, as young children's mathematics development undergirds cognitive development, building brain architecture, and supporting problem-solving, puzzling, and persevering, while strongly impacting and predicting future success in school. Preschool children from low socio-economic backgrounds are particularly at risk, as their mathematics knowledge may be up to a full year behind their middle-income peers. Despite agreements about the importance of mathematics-rich interactions for young children's learning and development, most early education teachers and families are not trained in evidence-based methods that can facilitate these experiences, making preschool learning environments (such as school and home) a critical target for intervention. The benefit of this project is that it will develop a robust model for a school-based intervention in early mathematics instruction. The model has the potential to broaden participation by providing instructional materials that support adult-child interaction and engagement in mathematics, explicitly promoting school-home connections in mathematics, and addressing educators' and families' attitudes toward mathematics while promoting children's mathematical knowledge and narrowing opportunity gaps. The goal of this design and development project is to address the critical need for innovative resources that transform the mathematics learning environments of preschool children from under-resourced communities by creating a cross-context school-home intervention. To achieve this goal, qualitative and quantitative research methodologies will be employed, integrating data from multiple sources and stakeholders. Specifically, the project will: (1) engage in a materials design and development process that includes an iterative cycle of design, development, and implementation, collaborating with practitioners and families in real-world settings; (2) collect and analyze data from at least 40 Head Start classrooms, implementing the mathematics materials to ensure that the classroom and family mathematics materials and resources are engaging, usable, and comprehensible to preschoolers, teachers, and families; and (3) conduct an experimental study that will measure the impact of the intervention on preschool children's mathematics learning. The researchers will analyze Collected data using hierarchical linear regression modeling to account for the clustering of children within classrooms. The researchers will also use a series of regression models and multi-level models to determine whether the intervention promotes student outcomes and whether it supports teachers' and families' positive attitudes toward mathematics. 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.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在美国，太多的孩子开始幼儿园缺乏学术成功所需的基本早期算术技能。该项目有助于增强早期数学的学习和教学，以建立具有茎的劳动力和茎静态公民，这对我们国家的繁荣和竞争至关重要。随着幼儿的数学发展的发展，建立大脑架构并支持解决问题，令人困惑和持久的，同时强烈影响并预测学校未来的成功，因此为STEM-Workforce的准备工作必须及早开始。来自低社会经济背景的学龄前儿童尤其有风险，因为他们的数学知识可能会落后于中等收入同龄人的整整一年。尽管对数学互动对幼儿的学习和发展的重要性达成了协议，但大多数早期的教育老师和家庭都没有接受基于证据的方法，这些方法可以促进这些经验，从而使学龄前学习环境（例如学校和家庭）成为干预的关键目标。该项目的好处是，它将为基于学校的早期数学教学的干预开发强大的模型。该模型通过提供教学材料来扩大参与的潜力，这些材料支持成人的孩子互动和数学参与度，明确促进数学中的学校家庭联系，并在促进儿童数学知识和范围的机会差距的同时，解决教育工作者和家庭对数学的态度。该设计和开发项目的目的是解决对创新资源的关键需求，这些需求通过创建跨文本的学校家庭干预措施来改变资源不足的社区的数学学习环境。为了实现这一目标，将采用定性和定量研究方法，从而整合来自多个来源和利益相关者的数据。具体而言，该项目将：（1）参与材料设计和开发过程，其中包括设计，开发和实施的迭代循环，与现实世界中的从业者和家庭合作； （2）收集和分析至少40个校长课堂的数据，实施数学材料，以确保课堂和家庭数学材料和资源对学龄前儿童，老师和家庭都具有吸引力，可用和可理解； （3）进行一项实验研究，该研究将衡量干预对学龄前儿童数学学习的影响。研究人员将使用分层线性回归建模分析收集的数据，以说明教室中儿童的聚类。研究人员还将使用一系列的回归模型和多层次模型来确定干预措施是否促进了学生的成果，以及它是否支持教师和家庭对数学的积极态度。 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，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的审查标准通过评估来进行评估的。

项目成果

Adding Family Math to the Equation: Promoting Head Start preschoolers’ mathematics learning at home and school

将家庭数学纳入方程式：促进学龄前儿童在家庭和学校的数学学习

• 发表时间: 2023
• 期刊: Early childhood research quarterly
• 影响因子: 3.7
• 作者: Young, J. M.