How multi-digit number names guide attention, memory, and place value learning en early elementary mathematics

多位数字名称如何引导早期初等数学的注意力、记忆力和位值学习

基本信息

批准号：
2200781
负责人：
Lei Yuan
金额：
$ 46.86万
依托单位：
University of Colorado at Boulder
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2022
资助国家：
美国
起止时间：
2022-07-01 至 2025-06-30
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2200781&HistoricalAwards=false
关键词：
How multi digit number names

项目摘要

Learning numbers involves coordinating between number symbols, number names, ordering of digits, and the quantities they represent. Coordinating these ideas to understand the place value system in mathematics is a common challenge for students learning number in early elementary grades. It is a step on the way to learning number and operations topics in later mathematics, but also builds upon earlier knowledge of numbers. This project seeks to understand how children learn about place value by studying different representations of multi-digit numbers (written number symbols, heard number names) and how prior knowledge of number influences children’s’ learning. Knowing more about multi-digit number learning will help to create teaching and curriculum resources that better support children’s learning. The Discovery Research preK-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.  The exploratory project investigates the relationship between knowing multi-digit number names, written number symbols, and students’ prior knowledge of place value. The project uses a series of experiments to study how early rudimentary understanding of multi-digit number symbols leads to differential in-the-moment gaze patterns during place value instruction. The project seeks to connect students’ learning to instructional practice and prior knowledge. Three experimental studies will be conducted with kindergartners using eye-tracking, measures of students’ knowledge and different instructional practices for representing multi-digit numbers. The findings should inform how multi-digit numbers could be described by teachers and how to best present them to students.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.

学习数涉及在数字符号，数字名称，数字排序及其代表的数量之间进行协调。协调这些想法以了解数学中的位置价值体系是学生在初级年级学习数字的普遍挑战。这是在以后的数学中学习数字和操作主题的途径，但也基于较早的数字知识。该项目旨在通过研究多位数数字（书面号码符号，听到的数字名称）的不同表示方式以及数字的先验知识如何影响儿童的学习方式来了解儿童如何学习地点价值。了解更多有关多位数数字学习的信息将有助于创建教学和课程资源，以更好地支持儿童的学习。 Discovery Research Prek-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具来显着增强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，这些研究为拟议项目提供了理论和经验的理由。探索性项目调查了知道多位数数字名称，书面号码符号和学生对位置价值的先验知识之间的关系。该项目使用一系列实验来研究对多位数数字符号的早期基本理解如何导致位置价值教学期间的差异性凝视模式。该项目旨在将学生的学习与教学实践和先验知识联系起来。将使用眼神跟踪，学生知识的度量以及代表多位数数字的不同教学实践对幼儿园进行三项实验研究。这些发现应告知教师如何描述多位数的数字以及如何最好地向学生展示它们。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，通过评估来诚实地表示支持。