CAREER: Knowledge Exchange for Supporting Youth with or at Risk for Mathematics Difficulty

职业：知识交流，支持有数学困难或面临数学困难风险的青少年

• 批准号: 2237053
• 负责人: Jessica Rodrigues
• 金额: $ 138.07万
• 依托单位: University of Missouri-Columbia
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2028-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2237053&HistoricalAwards=false
• 关键词: CAREER; Knowledge; Exchange; Supporting; Youth

One of the most persistent challenges in education is the gap between research and classroom practice, meaning that research-informed recommendations and practices that could support students’ mathematics learning do not always reach the classroom. Students struggling with mathematics in upper elementary grades experience cascading difficulties and limited access to science, technology, engineering, and mathematics (STEM) fields. Improving how mathematics-focused education research is communicated to a teacher audience—using strategies that are useful and valuable from the teacher perspective—is one key avenue for mitigating consequences of the research-practice gap. This project will develop, assess, and refine innovative key abstracts (i.e., concise, infographic-type resources) for communicating mathematics-focused practitioner articles with a teacher audience. Teacher perspectives will be embedded throughout the project to inform key abstract design. The project also involves a collaboration with the university disability center to provide funded research opportunities in STEM education to university students with disabilities.This project builds on a sequence from a systematic journal analysis that will develop a database of practitioner articles for subsequent project studies; to a qualitative exploration of teachers’ perceptions of key abstracts; to a mixed methods study; and finally, to an experimental pretest-posttest control group design to investigate the impact of abstract types on teachers’ perceptions and behavioral intentions. The context for the research is communication of mathematics-focused practitioner articles for supporting upper elementary students with or at risk for mathematics difficulty. As noted, promoting students’ mathematics and overall STEM achievement is a critical need in the United States. The focus of the research aligns with and advances in the PI’s early-career research program. Project outcomes hold potential for empowering researchers, teachers, and students. Researchers will have strategies grounded in evidence for improving their communication which may, in turn, support use of effective mathematics practices in the classroom that bolster student outcomes.This is a Faculty Early Career Development Program project responsive to a National Science Foundation-wide activity that offers the most prestigious awards in support of early-career faculty who have the potential to serve as academic role models in research and education. The proposal was submitted to the Discovery Research K-12 program, which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics by preK-12 students and teachers.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.

教育中最持久的挑战之一是研究和课堂实践之间的差距，这意味着可以支持学生数学学习的研究信息和实践并不总是到达课堂。在高级年级上挣扎的数学挣扎的学生会经历级联的困难，并且获得了科学，技术，工程和数学（STEM）领域的机会有限。改善以数学为重点的教育研究与教师受众传达的方式（从教师角度来看，这些策略是有用且有价值的），这是减轻研究实践差距的后果的关键途径。该项目将开发，评估和完善创新的关键摘要（即简明，信息图型资源），以与教师的受众传达以数学为中心的实践者文章。教师观点将嵌入整个项目中，以告知关键的摘要设计。该项目还涉及与大学残疾中心的合作，以向残疾大学学生提供资助的STEM教育研究机会。该项目以系统的期刊分析的顺序为基础，该项目将开发从业者文章的数据库，以进行后续项目研究；对教师对关键摘要的看法进行定性探索；进行混合方法研究；最后，进行实验性预测试对照组设计，以研究抽象类型对教师的看法和行为意图的影响。研究的背景是以数学为重点的从业者文章进行交流，以支持具有数学困难或有风险的高层学生。如前所述，在美国促进学生的数学和整体STEM成就是至关重要的需求。该研究的重点与PI早期研究计划计划的进展保持一致。项目成果具有赋予研究人员，教师和学生能力的潜力。研究人员将制定策略以改善其沟通的证据，反过来，可以支持在课堂上使用有效的数学实践来增强学生成果。这是一项教师的早期职业发展计划项目项目项目，对国家科学基金会的全面活动有反应，该计划范围内的一项范围内的活动，为早期的教职员工提供了最重要的奖项，以支持早期教职员工的学术领域，以实现学术和教育。该提案已提交给Discovure Research K-12计划，该计划旨在由PreK-12学生和教师显着增强科学，技术，工程和数学的学习和教学。该奖项反映了NSF的法定任务，并被认为是通过基金会的智力优点和更广泛影响的评估审查审查的审查标准来通过评估来获得的支持。