Overview: Multisystemic Approach to Early Math Development and Math Learning Disability

概述：早期数学发展和数学学习障碍的多系统方法

基本信息

批准号：
10533026
负责人：
DAVID C GEARY
金额：
$ 53.01万
依托单位：
UNIVERSITY OF MISSOURI-COLUMBIA
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-08-30 至 2026-04-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10533026
关键词：
Achievement Address Attention Attitude Basic Science Behavior Characteristics Child Chiroptera Cognitive Cognitive Science Collaborations Competence Complex Development Early Intervention Employment Employment Opportunities Environment Family Foundational Skills Foundations Health Home Home environment Individual Individual Differences Intervention Intervention Studies Knowledge Leadership Learning Learning Disabilities Life Literature Longitudinal Studies Mathematics Mentors Nursery Schools Parents Pattern Policy Research Postdoctoral Fellow Public Policy Readiness Reporting Research Research Personnel Research Project Grants Risk Sampling Schools Students System Time Training Underemployment Unemployment Variant Work career decision research educational atmosphere experience follow-up formal learning graduate student improved insight juvenile delinquent learning strategy mathematical ability mathematical difficulties mathematical learning mathematics disability next generation programs skills student participation teacher

项目摘要

Project Summary - Overall There is substantive variation in preschooler’s understanding of core number concepts (e.g., cardinality) and associated skills (e.g., counting; Geary & VanMarle 2016) that in turn is predictive of later individual differences readiness to learn formal math at school entry (Geary et al. 2018) and risk of math learning disabilities (LD; Chu et al. 2019). Child-centered interventions reduce these gaps (Dumas et al. 2019) but suffer from fade out and thus do not typically confer long-term benefits (Bailey, 2019). Similar fade out is found with individual therapy with young offenders, but sustained gains can be achieved with multisystemic interventions involving the child, home, and school (Henggeler et al. 2009), and it is time to consider this approach for LD and train the next generation of LD researchers to take a multisystemic perspective. The Research Core will provide a unique and much-need foundation for the development of multisystemic – including child, parents, home environment, and classroom – interventions for preschoolers who are at risk for long-term math difficulties, including math LD. The home component will provide the most thorough assessment ever conducted of the numeracy-related home environment, including assessment of parent’s math achievement and the complexity of the math-talk with their children, as related to preschoolers’ core number development (Zippert & Rittle-Johnson 2020). The classroom component will include teacher-report and direct observation of students’ engagement in learning opportunities and the complexity of the math presented in classrooms. The child-centered assessments will focus on the longitudinal development of the core number knowledge and skills that predict later school readiness for math learning and risk of math LD (Chu et al. 2019; Geary et al. 2018). This ambitious combination will enable the first-ever dynamic assessment of the multiple contextual and child-centered factors that contribute to children’s early math development, including factors that indicate risk of later math LD. The Leadership Core is seamlessly integrated with the Research Core to provide training and experiences in conducting child-, home-, and classroom-centered assessments, all organized around identifying the factors that influence the development of the core conceptual knowledge and skills that are the foundation for readiness for math learning at school entry and risk of later math LD (Chu et al., 2019; Geary et al., 2018). The PI and Co-Is have expertise in cognitive science, parent-child dynamics, public policy, and intervention research that in turn will provide a broad and unique mentoring experience for graduate students and a post-doctoral fellow. Mentees will also obtain valuable experiences with in-home assessments, classroom observations, and cognitive and achievement assessments and insights into how public policy decisions are influenced by basic research.

项目摘要 - 总体学龄前儿童对核心数概念的理解存在实质性差异（例如，基数）和相关技能（例如计数； Geary＆Vanmarle 2016），反过来又可以预测后来的个人差异准备在学校入学时学习正式数学（Geary等人，2018年）和数学学习风险残疾（LD； Chu等人，2019年）。以儿童为中心的干预措施减少了这些差距（Dumas等，2019）淡出淡出，因此通常不会赋予长期利益（Bailey，2019年）。类似的淡出是通过与年轻罪犯进行个人疗法发现，但可以通过涉及孩子，家庭和学校的多系统干预措施（Henggeler等，2009），现在是时候考虑这种方法的LD和培训下一代LD研究人员采用多系统的方法看法。研究核心将为开发的独特且急需的基础多系统的 - 包括孩子，父母，家庭环境和教室 - 有长期数学困难的风险的学龄前儿童，包括数学LD。家庭组件将提供有史以来最彻底的评估与算术相关的家庭环境，包括评估父母的数学成就以及数学与他们的复杂性儿童，与学龄前儿童的核心编号发展有关（Zippert＆Rittle-Johnson 2020）。这课堂组成部分将包括教师报告和直接观察学生参与学习机会和教室中呈现的数学的复杂性。以儿童为中心评估将集中于核心数量知识和技能的纵向发展预测数学学习和数学LD风险的后来准备就绪（Chu等，2019； Geary等人，2018）。这种雄心勃勃的组合将使多个上下文的第一个动态评估和以儿童为中心的因素有助于儿童的早期数学发展，包括表明的因素以后的数学ld风险。领导力核心与研究核心无缝集成以提供培训和经验进行儿童，家庭和以课堂为中心的评估，都组织了确定影响核心概念知识和技能发展的因素这是在学校入学时阅读数学学习的基础和以后的数学LD的风险（Chu et eT Al。，2019年； Geary等，2018）。 PI和合作社在认知科学，亲子方面具有专业知识动态，公共政策和干预研究反过来将提供广泛而独特的心理研究生和博士后研究员的经验。受训者还将获得宝贵的有家庭评估，课堂观察以及认知和成就的经验评估和洞察公共政策决策如何受到基础研究的影响。