Collaborative Research: Middle School Students Graphing From the Ground Up

合作研究：中学生从头开始绘图

• 批准号: 2200778
• 负责人: Hwa Young Lee
• 金额: $ 29.38万
• 依托单位: Texas State University - San Marcos
• 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: 2022-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2200778&HistoricalAwards=false
• 关键词: Collaborative; Research; Middle; Students; Graphing

Graphical representations are common in STEM fields for modeling, communicating, and analyzing phenomena, and understanding graphical representations is critical to student success in STEM fields. Yet, research indicates that many students struggle to develop an understanding of graphical representations. We contend that students’ understanding of coordinate systems, an understanding required to construct and interpret graphs, underlies their struggles to understand graphical representations and, moreover, lays the foundation necessary for developing that understanding. In this project, we examine middle-school students’ understandings of coordinate systems and frames of reference prior to examining their graph construction and interpretation. This focus allows us to design instructional materials that can support students’ graphing understandings in ways that avoid or mitigate how persistent challenges in students’ graphing understandings identified in the research literature.The overarching goals of this project are to advance knowledge of middle school students’ developing understandings of graphs “from the ground up” with attention to underlying coordinate systems and frames of reference that comprise the coordinate systems. Three research questions guide the project: (i) What are the ways of thinking through which individual students create and interpret frames of reference, coordinate systems, and graphs? (ii) In what general progressions do students develop these ways of thinking? (iii) What sequence of instructional tasks support and build on students’ varied ways of thinking in their development of graphing understandings? The project addresses these questions by leveraging a design-based methodology in which we will engage in cycles of intervention and revision to develop, test, and refine cognitive models, constructive itineraries, and instructional tasks. Through several iterations of clinical interviews and small-scale teaching experiments, we intend to produce a theory that explains students’ developing graphing understandings and accounts for their varied ways of thinking. Through this process, we will iteratively design instructional tasks and task sequences that support students developing understandings for frames of reference, coordinate systems, and graphs in the widely used and freely available Desmos platform.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. 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.

图形表示在STEM字段中很常见，用于建模，交流和分析现象，而理解图形表示对于学生在STEM领域的成功至关重要。但是，研究表明，许多学生都在努力发展对图形表示的理解。我们认为，学生对坐标系的理解，是一种构建和解释图形，努力理解图形表示形式的理解，并为发展这种理解所必需的基础奠定了基础。在这个项目中，我们在检查其图形构造和解释之前对中学生对坐标系和参考框架的理解。这种重点使我们能够设计教学材料，以避免或减轻研究文献中确定的学生图形理解的持续挑战的方式来支持学生的图形理解。该项目的总体目标是提高对中学生对图形的理解“从地面上”发展的理解，并注意与底层坐标系统和组成辅助系统的框架的关注，以了解该图形。三个研究问题指导该项目：（i）单个学生创建和解释参考，坐标系统和图形框架的思维方式是什么？ （ii）学生在哪些一般进步中发展了这些思维方式？ （iii）哪一系列教学任务支持并以学生在图形理解的发展中的各种思维方式建立？该项目通过利用基于设计的方法来解决这些问题，在该方法中，我们将进行干预和修订的周期，以开发，测试和完善认知模型，建设性的行程和教学任务。通过几次临床访谈和小规模的教学实验的迭代，我们打算产生一种理论，解释了学生发展的图形理解，并解释了他们多样化的思维方式。 Through this process, we will iteratively design instructional tasks and task sequences that support students develop understandings for frames of reference, coordinate systems, and graphs in the widely used and free available Desmos platform.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. 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，并通过基金会的智力优点和更广泛的影响审查标准，通过评估来诚实地支持支持。