“Measuring and Modeling Arithmetic Strategy Usage in Children.”

– 儿童算术策略使用的测量和建模。 –

• 批准号: 9762149
• 负责人: Katherine Rhodes
• 金额: $ 3.37万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9762149
• 关键词: African American; American; Arithmetic; Behavioral; Child; Childhood; Code; Cognition; Cognitive; Competence; Computer software; Data Set; Development; Educational Status; Employment; Environmental Risk Factor; Fingers; Goals; Health; Income; Language; Linguistics; Mainstreaming; Mathematics; Measurement; Measures; Mentorship; Modeling; National Research Service Awards; Occupations; Pattern; Performance; Population; Poverty; Problem Solving; Psychometrics; Research; Research Personnel; Resources; Risk; School-Age Population; Short-Term Memory; Standardization; Techniques; Testing; Training; base; community based participatory research; contextual factors; early adolescence; experience; financial literacy; health literacy; mathematical ability; mathematical learning; mathematics disability; peer; skills; social; social health determinants; success; theories

PROJECT SUMMARY / ABSTRACT Basic mathematical skills, sometimes referred to as functional numeracy, are essential for successful everyday living and are associated with important social determinants of health (e.g., employment, job promotion, income, financial literacy, health literacy)1–3. African American children, many of whom are speakers of a non- mainstream dialect of American English4–6, are less likely to attain basic mathematical competence than their White peers7–9 and are more likely to struggle to attain functional numeracy. One promising, yet largely unexplored, way of understanding disparities in the attainment of functional numeracy, specifically, is to examine arithmetic strategy usage in young children. Children's selections of strategies and their patterns of errors during the execution of strategies are important indicators of the development of functional numeracy10– 15. Both child abilities (e.g., working memory) and item features (e.g., problem-size) appear to predict children's arithmetic strategy usage10–15,13,14,16–19,17,20. However, research has not examined both child abilities and item features in comprehensive measurement models, nor has it examined the possibility that African American children may encounter unique problem demands as a result of cultural-linguistic factors. Recent advances in measurement theory and available statistical software present researchers with the opportunity to synthesize and expand current understandings of children's strategy selections using advanced latent variable modeling techniques21–27. These techniques are particularly suited for examining test validity, an issue which is particularly important for understanding the arithmetic strategy usage patterns of children who may encounter measurement bias as a result of cultural factors. The overall goal of the proposed project is to examine measurement models of children's arithmetic strategy usage with an extant dataset of N=872 children, and to extend these models toward understanding the unique mathematics learning challenges of African American children during a sensitive period for the identification of mathematics learning difficulty (i.e., the transition period between elementary and middle grades, during late childhood and early adolescence)28,29 The proposed postdoctoral NRSA has the following specific aims and associated training objectives: Specific Aim 1: To use extant cognitive and behavioral datasets to test explanatory models of relations between children’s arithmetic strategy usage and mathematical competence in year 1. Associated Training: Achievement of this aim will be facilitated by continued training in the theories and applications of both arithmetic cognition and psychometrics. Specific Aim 2: To conduct pilot testing with N=100, African American children who use African American English dialect (AAE) in years 1 - 3, building on results from initial measurement models examined in Aim 1. Associated Training: Achievement of this aim will be facilitated by ongoing mentorship in psychometric theory and measurement of arithmetic cognition, as well as mentorship in community-based research with African- American populations.

项目摘要 /摘要 基本的数学技能有时称为功能算术，对于每天成功至关重要 生活并与重要的社会决定者相关联（例如，就业，工作促进， 收入，金融素养，健康素养）1-3。非洲裔美国儿童，其中许多是非裔的人 美国英语4-6的主流方言，具有基本数学能力的可能性较小 白色同行7-9，更有可能努力获得功能算术。一个诺言，但很大程度上 意外的，理解功能数值算术中的分布的方式，特别是 检查幼儿的算术策略使用情况。儿童选择策略及其模式 在执行策略期间的错误是功能数字元开发的重要指标。10- 15。两个儿童能力（例如，工作记忆）和项目功能（例如，问题大小）似乎可以预测儿童的 算术策略用法10–15,13,​​14,16–19,17,20。但是，研究尚未检查儿童能力和项目 综合测量模型中的功能，也没有检查非裔美国人的可能性 由于文化语言因素，儿童可能会遇到独特的问题要求。 测量理论和可用统计软件的最新进展使研究人员与 使用高级的机会综合和扩展对儿童策略选择的当前理解的机会 潜在变量建模技术21–27。这些技术特别适合检查测试有效性，这是 问题对于理解儿童的算术策略使用模式特别重要 由于文化因素，可能会遇到测量偏见。拟议项目的总体目标是 使用n = 872的额外数据集检查儿童算术策略使用的测量模型 儿童，并将这些模型扩展到了解独特的数学学习挑战的挑战 在敏感时期，非洲裔美国儿童难以识别数学学习（即 小学和中级之间的过渡期，童年和青春期早期）28,29 拟议的博士后NRSA具有以下具体目标和相关的培训目标： 特定目的1：使用广泛的认知和行为数据集测试关系的剥夺模型 在第一年的儿童算术策略使用和数学能力之间。 相关培训：实现这一目标将通过继续对理论进行培训来准备 算术认知和心理计量学的应用。 特定目的2：与使用非裔美国人的非洲裔美国儿童进行n = 100的试点测试 在第1至3年内，英语方言（AAE）是基于AIM 1中检查的初始测量模型的结果。 相关培训：实现这一目标将通过心理测定理论的持续精神制定做好准备 和算术认知的衡量以及与非洲的社区研究的指导 美国人口。