Numerical Understanding Mentored By Expert Researchers (NUMBERs) workshop

由专家研究人员指导的数值理解 (NUMBER) 研讨会

• 批准号: 1941132
• 负责人: John Dunlosky
• 金额: $ 4.89万
• 依托单位: Kent State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-11-01 至 2022-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1941132&HistoricalAwards=false
• 关键词: Numerical; Understanding; Mentored; Expert; Researchers

Gaps in math achievement in the United States are numerous: children in the US lag behind children in other higher performing countries; children in low income families lag behind those with higher incomes; and girls lag behind boys even for the highest achieving students. These national, socio-economic, and gender gaps can result in negative downstream outcomes for the lower achieving students, such as limiting the types of careers that they can pursue. Closing these gaps is essential, especially given that the US seeks to increase its workforce in areas that require strong mathematical understanding, such as in science, technology, and engineering. Thus, discovering solutions on how to close these gaps will have a broad and positive impact on the public welfare. Towards discovering these solutions, the organizing committees’ goals are (a) to identify the most promising avenues for developing and evaluating the efficacy of interventions aimed at improving math achievement and closing the math-achievement gaps and (b) to foster the development of younger scientists in the field of math cognition/education – the next generation of math researchers who will be charged to solve these and other societal problems that arise from underachievement in math. The Numerical Understanding Mentored by Expert Researchers (NUMBERS) Workshop will be designed to foster high-quality research aimed at closing the gaps in math education. To do so, the organizing committee of this two-day workshop will provide a venue where expert, senior scientists can share their vision for the most promising avenues for future research and provide direct mentorship and guidance for younger scientists (postdoctoral and graduate students) who aspire to conduct math research that will have an impact. The schedule and agenda for the NUMBERs workshop will achieve several aims: (a) develop a forum to allow workshop attendees to engage K-12 educators to identify their most pressing needs for enhancing math education; (b) provide an overview of prior interventions aimed at improving math education and the most important questions to guide future research; (c) provide up-to-date discussion and analyses of cutting-edge theory of math ability to foster theory-driven research (theoretical and applied) in the next decade; (d) provide expert mentorship to young scholars who are developing their research programs around math scholarship; (e) provide a mind's-on workshop that will guide both senior and junior scientists on how to effectively translate their research ideas into fundable NSF grants; and (f) foster collaborations among workshop attendees. Although participation will be limited to about 50 scientists so as to ensure that everyone can actively engage in all aspects of the workshop (and so that younger scientists can receive individual mentorship from senior scientists), the impact of the workshop will be broader and inclusive. In particular, the organizing committee will summarize the development and success of the workshop (which will be made available on the NUMBERS Workshop website), and, most important, all sessions held during the NUMBERS Workshop will be video-recorded so as to share the talks with the broader research and education community. This project is co-funded by the Discovery Research preK-12 program (DRK-12), which seeks to enhance preK-12 teaching and learning of science, technology, engineering and mathematics through the research and development of new innovations and approaches.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，数学成就的差距很多：美国的儿童落后于其他较高表现的国家的儿童；低收入家庭的儿童落后于收入较高的孩子；即使是成就最高的学生，女孩也落后于男孩。这些民族，社会经济和性别差距可能会导致下游成就的学生带来负面的下游成果，例如限制他们可以从事的职业类型。缩小这些差距是必不可少的，特别是考虑到美国试图在需要强大的数学理解的领域（例如科学，技术和工程学）增加其劳动力。那就发现有关如何缩小这些差距的解决方案将对公共福利产生广泛而积极的影响。为了找到这些解决方案，组织委员会的目标是（a）确定旨在改善数学成就和缩小数学成就差距的干预措施的最有前途的途径，并促进年轻科学家在数学研究者中的发展中的年轻科学家的发展 - 下一代数学研究者将在数学研究中求解这些数学，以这些数学的态度来解决这些问题。专家研究人员（数字）研讨会对数字理解的旨在促进旨在缩小数学教育差距的高质量研究。为此，为期两天的研讨会的组织委员会将提供一个场地，专家，高级科学家可以分享他们对未来研究的最有前途的途径的愿景，并为年轻科学家（博士后和研究生）提供直接的心态和指导，他们渴望进行数学研究，从而产生影响。数字研讨会的日程安排和Agernda将实现多个目标：（a）建立一个论坛，允许参加研讨会的参与者与K-12教育者互动，以确定他们最紧迫的增强数学教育需求； （b）提供了旨在改善数学教育的先前干预措施的概述，以及指导未来研究的最重要问题； （c）在未来十年中，提供了培养理论驱动研究（理论和应用）的数学能力的最先进理论的最新讨论和分析； （d）为正在开发围绕数学科学的研究计划的年轻学者提供专家心态； （e）提供一个思维的研讨会，将指导高级和初级科学家如何有效地将其研究思想转化为基本的NSF赠款； （f）在研讨会与会者之间促进合作。尽管参与将仅限于大约50位科学家，以确保每个人都可以积极参与研讨会的各个方面（以便年轻的科学家可以从高级科学家那里得到个人心态），但研讨会的影响将更加广泛和包容。特别是，组织委员会将总结该发展。研讨会的成功（将在数字研讨会网站上提供），最重要的是，数字研讨会期间举行的所有会议都将进行视频记录，以便与更广泛的研究和教育社区分享演讲。该项目由Discovery Research Prek-12计划（DRK-12）共同资助，该计划通过研究和开发新的创新和方法来增强PREK-12的教学和学习科学，技术，工程和数学。该奖项反映了NSF的法定任务，并通过使用基础的知识效果和广泛的评估来评估，这是NSF的法定任务，并被认为是珍贵的。