Building a mathematical problem-solving environment to prepare K-5 students for success in STEM and health careers.

构建数学解决问题的环境，为 K-5 学生在 STEM 和健康职业生涯中取得成功做好准备。

• 批准号: 10480264
• 负责人: Kara Carpenter
• 金额: $ 24.85万
• 依托单位: TEACHLEY, LLC
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-04-15 至 2022-10-14
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10480264
• 关键词: Belief; Child; Computer software; Data; Distal; Educational Curriculum; Ensure; Environment; Feedback; Foundational Skills; Foundations; Geometry; Goals; Grant; Health; High School Student; Ingestion; Institutes; Instruction; Investments; Lead; Learning; Low income; Marketing; Mathematics; Mathematics Curriculum; Minority; Modeling; Outcome; Performance; Persons; Phase; Problem Sets; Problem Solving; Research; STEM field; Sales; Science, Technology, Engineering and Mathematics; Self Efficacy; Structure; Students; Testing; Time; Underrepresented Minority; Visual; Woman; career; dashboard; data tools; design; digital; education resources; elementary school; fifth grade; formative assessment; high school; improved; intervention effect; lower income families; mathematical ability; mathematical learning; mathematical model; mathematical theory; prototype; skills; student participation; success; teacher; tool; usability; Belief; Child; Computer software; Data; Distal; Educational Curriculum; Ensure; Environment; Feedback; Foundational Skills; Foundations; Geometry; Goals; Grant; Health; High School Student; Ingestion; Institutes; Instruction; Investments; Lead; Learning; Low income; Marketing; Mathematics; Mathematics Curriculum; Minority; Modeling; Outcome; Performance; Persons; Phase; Problem Sets; Problem Solving; Research; STEM field; Sales; Science, Technology, Engineering and Mathematics; Self Efficacy; Structure; Students; Testing; Time; Underrepresented Minority; Visual; Woman; career; dashboard; data tools; design; digital; education resources; elementary school; fifth grade; formative assessment; high school; improved; intervention effect; lower income families; mathematical ability; mathematical learning; mathematical model; mathematical theory; prototype; skills; student participation; success; teacher; tool; usability

Project Summary/Abstract There is an enormous need for qualified people to pursue careers in STEM (Noonan, 2017). However, the lack of a strong foundation in mathematics means students are less likely to pursue STEM majors and careers (Chen, 2013; Griffith, 2010; Huang, Taddese, & Walter, E, 2000; Kokkelenberg & Sinha, 2010; Lowell et. al., 2009; Seo, Shen & Alfaro, 2019). Students from low-income families, women, and underrepresented minorities are also less likely to major in STEM (Bettinger, 2010; Griffith, 2010; Hill, Corbett & Rose, 2010; Kokkelenberg & Sinha, 2010). Improving math learning in the elementary grades is important to ensure children have the essential foundational skills and strong self-efficacy beliefs to be able to succeed with later mathematics and pursue careers in STEM. With this Fast-Track grant, we propose to build a mathematical problem-solving environment, Teachley Problem Solving (TPS), to transform the way elementary students learn to solve math problems. TPS will include a set of digital tools to help students understand and classify the underlying structure of problems, use clear visuals to model the mathematics of the problems, and construct strong mathematical arguments. The environment will also integrate into ASSISTments, a math curriculum platform built by The ASSISTments Foundation and Wooster Polytechnic Institute . Outcomes. The proposal will encourage two main outcomes, namely: 1) improved student math achievement and 2) increased math self-efficacy. A key research aim is to determine whether supporting elementary students with digital problem-solving tools helps them develop stronger problem-solving skills as compared to typical instruction. We also anticipate that using the engaging tools with real-time feedback will also bolster students’ motivation and self-efficacy in mathematics. Improving students’ academic outcomes and math self-efficacy during elementary school will promote later success in high school mathematics. Since the number of advanced math classes students take is correlated with likelihood to complete a STEM degree, (Chen, 2013) a distal outcome of this proposal is increasing the number of students pursuing careers in STEM.

项目摘要/摘要 有资格的人迫切需要在STEM中追随（Noonan， 2017）。但是，数学缺乏强大的基础意味着学生的可能性较小 购买STEM专业和职业（Chen，2013; Griffith，2010; Huang，Taddese和Walter，E。 2000; Kokkelenberg＆Sinha，2010年； Lowell等。 Al。，2009年； SEO，Shen＆Alfaro，2019年）。学生 来自低收入家庭，妇女和代表性不足的少数民族也不太可能专业 在STEM中（Bettinger，2010年； Griffith，2010年； Hill，Corbett＆Rose，2010年； Kokkelenberg＆Sinha， 2010）。改善小学成绩的数学学习对于确保孩子有 基本的基础技能和强大的自我有效信念，能够成功以后 STEM中的数学和购买职业。有了这笔快速拨款，我们建议建造一个 数学解决问题的环境，Teachley问题解决（TPS），以改变 小学生学会解决数学问题。 TPS将包括一组数字工具 帮助学生理解和分类问题的潜在结构，使用明确的视觉效果 对问题的数学进行建模，并构建强大的数学论点。 环境还将集成到辅助设施中，这是一个由 助理基金会和伍斯特理工学院。 结果。该提案将鼓励两个主要结果，即：1）改进 学生数学成就和2）提高了数学自我效能。一个关键的研究目的是 确定支持小学学生是否使用数字问题解决工具有助于他们 与典型的指导相比，发展更强的解决问题的技能。我们也期待 使用带有实时反馈的引人入胜的工具也将增强学生的动力和 数学中的自我效能。 改善学生在小学期间的学术成果和数学自我效能感 将在高中数学中促进后来的成功。由于高级数学数量 学生参加的课程与完成STEM学位的可能性相关。（Chen，2013年） 该提议的远端结果正在增加从事STEM职业的学生人数。