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：
10693257
负责人：
DAVID C GEARY
金额：
$ 46.99万
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/10693257
关键词：
Anxiety Attitude Behavior Characteristics Child Collaborations Competence Complex Development Education 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 Risk Reduction 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 risk prediction skills student participation systemic intervention 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字概念的理解不断变化（例如，基数）和相关技能（例如，计数；Geary & VanMarle 2016），这些技能可以预测以后的情况入学时学习正规数学的准备程度存在个体差异（Geary et al. 2018）和风险数学 LD（Chu et al. 2019）。以儿童为中心的干预措施缩小了这些差距（Dumas et al. 2019）。淡出，因此通常不会带来长期效益（Bailey，2019）也发现了类似的淡出。对年轻罪犯进行个体治疗，但通过多系统治疗可以取得持续的成果涉及儿童、家庭环境和学校的干预措施（Henggeler 等，2009），现在是时候考虑为 LD 采用这种方法。拟议的项目将为 LD 提供独特且急需的基础。制定包括儿童、家长、家庭和学校在内的多系统干预措施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概念数字发展相关（Zippert & Little-Johnson 2020）。课堂部分将包括教师报告和对学生的直接观察。参与学习机会和课堂上数学的复杂性。以中心为中心的评估将侧重于核心数字知识的纵向发展定量技能可预测以后入学数学学习的准备情况和数学学习障碍的风险（Chu 等人，2017）。 2019；Geary 等人，2018）。有助于儿童早期数学发展的多种背景和以儿童为中心的因素，包括表明以后数学学习障碍风险的因素。独特的功能包括直接评估父母的成绩。数学能力；对儿童唤起效果的评估（例如，儿童的数字知识是否预测亲子数字谈话复杂性的纵向变化？）以及对学生的评估总而言之，注重核心定量知识和技能，家长、家庭环境、课堂参与和学习的综合评估经验和儿童特征将提供迄今为止最广泛和最彻底的研究对早期数学发展和入学准备以及数学风险的多重影响 LD。该组合将为早期多系统干预措施提供基础，以更好地做好准备。数学学习面临风险的儿童。