CAREER: Investigating young children's opportunities to learn mathematics in early childhood classrooms

职业：调查幼儿在幼儿教室学习数学的机会

• 批准号: 2237902
• 负责人: Nicholas Johnson
• 金额: $ 107.7万
• 依托单位: San Diego State University Foundation
• 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: 2023-03-01 至 2028-02-29
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2237902&HistoricalAwards=false
• 关键词: CAREER; Investigating; young; children; opportunities

The nation is embarking upon a new era in early childhood education. Unprecedented policy and funding initiatives at state and federal levels are underway to expand access to publicly funded preschool. These efforts are driven by considerable evidence that high quality early learning opportunities have far-reaching academic, social, and economic effects. Research has shown early mathematics learning, in particular, to be predictive of later life and learning outcomes. However, classroom studies raise concerns that some children’s early schooling experiences are characterized by exclusion from opportunities to learn, invisibility in the classroom community, and negative relational interactions with peers or teachers (Battey, 2013; Parks, 2020; Shalaby, 2017; Wood et al., 2018). Realizing the potential of preschool to address historical inequities demands a deeper, more nuanced understanding of the varied ways opportunities to learn play out for individual children within and across classrooms.The goal of this project is to illuminate the variability in opportunities for mathematics learning in early childhood through capturing the experiences of individual children over time. A qualitative, longitudinal investigation will follow 15 young children (from preschool to kindergarten), from three different school sites within a district that serves a large proportion of children from racially, linguistically, and economically minoritized populations, across three years of early schooling. The goal is to understand how these children navigate opportunities to participate in mathematical activity, their perspectives of what knowing and doing mathematics entails, and the resources they draw upon to engage in mathematical practices. Data collected will include video recordings of children’s participation in specific instructional activities (e.g., Counting Collections), field notes from classroom observations, artifacts such as mathematical tasks and children’s written representations, and interviews with children and their classroom teachers. Findings from the project will (1) advance the field’s understanding of the nuances of and conditions under which particular approaches to mathematics teaching and learning may (or may not) promote more equitable participation, (2) provide insights into relationships between in-the-moment interactions with teachers and peers, and children’s long-term experiences within the institution of school, and (3) document young children’s emerging participation in mathematical practices such as communicating about their mathematical ideas, using tools and representations, and engaging with one another’s contributions. The project will provide case studies, depictions of instructional practice, and longitudinal records of learning over time to inform policy and practice in the teaching and learning of early math. Such insights are a critical step if public education is to fulfill its promise as a vehicle for social change and the betterment of society.The award is funded by the Discovery Research preK-12 program (DRK-12) which 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.

该国正在培养幼儿教育的新时代。州和联邦一级的前所未有的政策和资金计划正在扩大获得公立资助的学前班的访问权限。这些努力是由高质量的早期学习机会驱动的，具有深远的学术，社会和经济影响。研究表明，早期的数学学习尤其可以预测以后的生活和学习成果。但是，课堂研究引起了人们的担忧，即某些儿童的早期教育经历的特征是将学习机会，课堂社区中的隐形性以及与同龄人或教师的负面关系互动的特征（Battey，2013; Parks，2020; Shalaby，2017; Wood等人，2018年）。意识到学龄前儿童解决历史不平等的潜力需要对学习机会的各种方式对在班级内部和班级中的单个儿童发挥作用的方式进行更深入的理解。该项目的目标是通过捕捉单个孩子的经验来阐明童年时期数学学习机会的变化。一项定性的纵向调查将跟随15个幼儿（从学前班到幼儿园），来自一个在种族，语言上，经济少的人群中为大量儿童提供大量儿童的三个不同学校地点，在三年的早期学业中。目的是了解这些孩子如何导航参加数学活动的机会，他们对数学的了解和进行数学的看法以及他们从事数学实践的资源。收集到的数据将包括儿童参与特定教学活动（例如计算收集）的视频记录，课堂观察的现场笔记，数学任务和儿童书面表现等文物以及对儿童及其课堂老师的访谈。该项目的发现将（1）提高该领域对数学教学的特定方法和条件的理解，可能（或可能不会）促进更公平的参与，（2）提供有关与教师和同龄人与老师和儿童在学校中的长期经验的经验的年轻儿童的经验，以及（3）在（3）中的数学参与方面进行数学的互动，以实现与老师和同龄人的长期互动之间的关系，并提供熟悉的数量，以下信息。和代表，并与彼此的贡献互动。该项目将提供案例研究，教学实践的描述以及随着时间的推移学习的纵向记录，以告知早期数学的教学和学习政策和实践。公共教育是要实现其作为社会变革和社会改善的诺言的承诺。该奖项由Discovery Research PreK-12计划（DRK-12）资助，该计划旨在通过研究和开发创新的资源和模型，模型和工具的研究和开发，以显着增强科学，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，并被认为是通过基金会的智力优点和更广泛的影响来通过评估来支持的珍贵支持。