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：
10693251
负责人：
DAVID C GEARY
金额：
$ 52.72万
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/10693251
关键词：
Achievement Address Attitude Basic Science Behavior Characteristics Child Cognitive Cognitive Science Collaborations Competence Complex Development Early Intervention Education Employment Employment Opportunities Environment Family 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 Risk Reduction 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 risk prediction skills student participation systemic intervention 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.

项目总结 - 总体学龄前儿童对核心数字概念（例如基数）的理解不断变化以及相关技能（例如计数； Geary & VanMarle 2016），这反过来又可以预测后来的个人入学时学习正规数学的准备程度存在差异（Geary et al. 2018）和数学学习的风险（LD；Chu 等人，2019）以儿童为中心的干预措施缩小了这些差距（Dumas 等人，2019）。遭受淡出，因此通常不会带来长期效益（Bailey，2019）。发现对年轻罪犯进行个体治疗，但可以通过以下方法取得持续的成果：涉及儿童、家庭和学校的多系统干预措施（Henggeler 等，2009），现在是时候了考虑这种方法用于 LD 并培训下一代 LD 研究人员采取多系统方法研究核心将为发展提供独特且急需的基础。多系统——包括儿童、父母、家庭环境和课堂——干预面临长期数学困难风险的学龄前儿童，包括家庭部分的数学困难。将提供有史以来对与数学相关的家庭环境进行的最彻底的评估，包括评估家长的数学成绩以及与他们进行数学谈话的复杂性儿童，与学龄前儿童的核心数字发展相关（Zippert & Little-Johnson 2020）。课堂部分将包括教师报告和对学生参与情况的直接观察课堂上呈现的学习机会和数学的复杂性。评估将侧重于核心数字知识和技能的纵向发展预测以后学校对数学学习的准备情况和数学学习障碍的风险（Chu et al. 2019；Geary et al. 2018）。这种雄心勃勃的组合将首次对多重背景和有助于儿童早期数学发展的以儿童为中心的因素，包括表明领导核心与研究核心无缝集成，以提供后期数学 LD 的风险。进行以儿童、家庭和课堂为中心的评估的培训和经验，全部有组织识别影响核心概念知识和技能发展的因素这是为入学时数学学习做好准备的基础，也是以后数学学习障碍风险的基础（Chu et al 等人，2019；Geary 等人，2018）。 PI 和 Co-Is 拥有认知科学、亲子关系方面的专业知识。动态、公共政策和干预研究反过来将提供广泛而独特的指导研究生和博士后研究员也将获得宝贵的经验。家庭评估、课堂观察以及认知和成就方面的经验对基础研究如何影响公共政策决策的评估和见解。