Pathways to Conceptual Knowledge of Decimals

小数概念知识的途径

• 批准号: 2347386
• 负责人: Jing Tian
• 金额: $ 81.54万
• 依托单位: Fordham University
• 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: 2023-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2347386&HistoricalAwards=false
• 关键词: Pathways; Conceptual; Knowledge; Decimals

Mathematics proficiency is essential for success in STEM fields, but remains a challenge for many US students, particularly proficiency in understanding decimals and decimal arithmetic. The project aims to test whether optimizing practice problems can improve students’ competency with and understanding of decimals. Currently, students receive certain types of practice problems more frequently than other types of practice problems, an occurrence that may limit as well as interfere with students’ development a robust understanding of decimals. This project investigates whether providing balanced distributions of practice problems with immediate feedback can improve students’ knowledge of decimals and decimal arithmetic in middle school.The project includes three short-term intervention studies with 6th and 7th grade students. Study 1 will focus on decimal arithmetic and test whether completing balanced practice problems with immediate feedback will improve students’ procedural knowledge. The researchers will compare the effectiveness of balanced decimal arithmetic practice problems with immediate feedback, unbalanced practice problems that reflect typical practice problems presented in textbooks, and business-as-usual activities. Study 2 will focus on decimal magnitude knowledge and test whether procedural knowledge developed from balanced practice with immediate feedback will further improve conceptual knowledge, and whether additional scaffolding is needed. The researchers will compare effects of balanced practice with accuracy feedback, balanced practice with accuracy feedback and conceptual prompts, and balanced practice with no feedback. Study 3 will combine the interventions from Studies 1 and 2 to examine whether boosting students’ conceptual knowledge of decimal magnitudes leads to greater benefits from a subsequent decimal arithmetic intervention involving balanced practice problems with immediate feedback. Together, these studies will provide insight into the cognitive processes involved in developing decimal knowledge through balanced practice problem distributions. Further, the findings promise to set the foundation for large-scale school-based interventions aimed at improving children’s mathematical outcomes via an easily malleable factor in instructional materials – distributions of practice problems.This project is supported by NSF’s EDU Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.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.

数学水平对于在STEM领域的成功中至关重要，但对于许多美国学生来说仍然是一个挑战，尤其是能够理解小数和小数算术的熟练程度。该项目旨在测试优化实践问题是否可以提高学生对小数的能力和理解。目前，学生比其他类型的实践问题更频繁地接受某些类型的实践问题，这可能会限制和对学生的发展兴趣对小数的强烈理解。该项目调查了在中学中提供平衡的实践问题分布是否可以提高学生对小数和十进制算术的了解。该项目包括三项与6年级和7年级学生的短期干预研究。研究1将重点放在小数算术上，并测试通过立即反馈完成平衡的实践问题是否会改善学生的程序知识。研究人员将比较平衡的十进制算术实践问题的有效性与即时反馈，不平衡的实践问题，这些问题反映了教科书中介绍的典型实践问题以及惯常的活动。研究2将重点放在小数级知识上，并测试从平衡实践和立即反馈中开发的程序知识是否会进一步改善概念知识，以及是否需要其他脚手架。研究人员将将平衡练习的效果与准确的反馈，平衡练习以及准确的反馈和概念提示以及无反馈的平衡练习进行比较。研究3将结合研究1和2的干预措施，以检查促进学生对小数尺寸的概念知识是否会导致随后的小数小数算术干预措施带来更大的好处，这涉及平衡的实践问题，并立即反馈。这些研究将共同​​洞悉通过平衡的实践问题分布来发展小数知识所涉及的认知过程。此外，这些发现有望为大规模的基于学校的干预措施奠定基础，旨在通过易于延展的教学材料 - 实践问题的分布来改善儿童的数学成果。该项目得到了NSF的EDU核心研究（ECR）计划的支持。 ECR计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。投资是在重要，广泛和结束的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM和STEM劳动力发展。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来通过评估来获得的支持。