Research Strategy: Multisystemic Study of Early Mathematics Development

研究策略：早期数学发展的多系统研究

基本信息

批准号：
10533027
负责人：
DAVID C GEARY
金额：
$ 45.08万
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/10533027
关键词：
Anxiety Attention Attitude Behavior Characteristics Child Chiroptera Collaborations Competence Complex Development Employment Employment Opportunities Environment Family Foundations Future Home Home environment Individual Individual Differences Intervention Knowledge Learning Learning Disabilities Life Longitudinal Studies Mathematics Mental Health Names Nursery Schools Outcome Parents Pattern Preparation Preschool Child Readiness Reporting Research Research Project Summaries Risk Sampling Schools Students System Time Underemployment Unemployment Variant cognitive ability educational atmosphere effective intervention experience formal learning improved juvenile delinquent learning strategy mathematical ability mathematical difficulties mathematical learning mathematics disability physical conditioning programs skills student participation teacher therapy design

项目摘要

Project Summary - Research There is substantive variation in preschooler’s understanding of the core number concepts (e.g., cardinality) and associated skills (e.g., counting; Geary & VanMarle 2016) that are predictive of later individual differences in readiness to learn formal math at school entry (Geary et al. 2018) and risk of math 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 environment, and school (Henggeler et al. 2009), and it is time to consider this approach for LD. The proposed project will provide a unique and much-need foundation for the development of multisystemic – including child, parents, home, and school – 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 conceptual 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 quantitative 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. Unique features include direct assessment of parents’ math competencies; assessments of child-evocative effects (e.g., does children’s number knowledge predict longitudinal change in the complexity of parent-child number talk?); and assessments of students’ engagement in preschool classrooms. In all, the focus on core quantitative knowledge and skills, combined assessments of parents, the home environment, classroom engagement and learning experiences, and child characteristics will provide the broadest and most thorough study to date of the multiple influences on early mathematical development and preparation for school entry and risk of math LD. The combination will provide the foundation for early multisystemic interventions to better prepare at-risk children for math learning.

项目摘要 - 研究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），这些技能可预测以后在学校入学时学习正式数学的准备人的个体差异（Geary等，2018）和 Math 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），但患者从淡入淡出，因此通常不会会遇到长期福利（Bailey，2019年）。发现类似的淡出通过对年轻罪犯的个人疗法，可以通过多系统的持续收益来实现持续的收益涉及孩子，家庭环境和学校的干预措施（Henggeler等，2009），现在该是时候了考虑LD的这种方法。拟议的项目将为多系统的发展 - 包括孩子，父母，家庭和学校 - 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概念编号开发有关（Zippert＆Rittle-Johnson 2020）。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数学的复杂性。孩子 - 集中的评估将集中于核心数量知识的纵向发展和定量技能可以预测以后的数学学习和数学风险的准备就绪（Chu等。 2019; Geary等。 2018）。这种雄心勃勃的组合将使有史以来第一个动态评估多种有助于儿童早期数学发展的因素和以儿童为中心的因素，包括表明后来数学LD的风险的因素。独特的功能包括直接评估父母数学能力；评估儿童效果的效果（例如，儿童数量知识预测亲子数量谈话复杂性的纵向变化吗？）；和学生的评估参与学龄前教室。总的来说，关注核心定量知识和技能，对父母，家庭环境，课堂参与和学习的结合评估经验和儿童特征将为迄今为止提供最广泛，最彻底的研究对早期数学发展的多种影响和入学的准备和数学风险 ld。该组合将为早期多系统干预措施提供基础，以更好地准备高危儿童数学学习。