| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
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| Initial Amendment Date: | December 22, 2016 |
| Latest Amendment Date: | October 30, 2020 |
| Award Number: | 1708327 |
| Award Instrument: | Continuing Grant |
| Program Manager: |
Michael Ford
miford@nsf.gov (703)292-5153 DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | August 15, 2016 |
| End Date: | December 31, 2021 (Estimated) |
| Total Intended Award Amount: | $411,877.00 |
| Total Awarded Amount to Date: | $411,877.00 |
| Funds Obligated to Date: |
FY 2016 = $148,348.00 FY 2017 = $145,730.00 FY 2018 = $47,496.00 |
| History of Investigator: |
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| Recipient Sponsored Research Office: |
2601 WOLF VILLAGE WAY RALEIGH NC US 27695-0001 (919)515-2444 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
NC US 27695-7103 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | Discovery Research K-12 |
| Primary Program Source: |
04001617DB NSF Education & Human Resource 04001718DB NSF Education & Human Resource 04001819DB NSF Education & Human Resource |
| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
The goal of this project is to study and support the development of conceptual understanding of fractions by students with learning disabilities (LD). The researcher proposes that rather than focusing on whether LD students can or cannot develop conceptual understanding of fractions, research should attempt to uncover the understanding LD students have and examine how growth of conceptual knowledge occurs in these students. This approach suggests a reconceptualization of research and instructional practice in mathematics that focus on the conceptual knowledge students with LD can in fact develop.
Through a series of teaching experiments that involve cycles of theorizing, design, implementation, and refinement, the project develops instructional trajectories for LD students in the area of fractions. The research question addressed are: What initial and developing key developmental understandings of fractions do students with learning disabilities evidence through employed strategies, language, and representations? How do students with learning disabilities progress in developing and solidifying conceptual understandings of fractions through their mathematical activity? And, to what extent does an intervention reflective of a research based instructional trajectory facilitate strategic development and increased fraction conceptual knowledge in students with learning disabilities?
The main outcomes of the project include (a) a research-based instructional trajectory for students with LD specific to conceptual understandings of fractions as numeric quantities, (b) a set of 90 fraction tasks to be used for instruction and/or formative assessment in fraction concepts, (c) scoring/coding frameworks and checklists for use with key tasks as formative assessments, (d) decision-making frameworks, task sequencing guides, and suggestions to aid teachers in designing individualized, student-centered instruction, all available via the Internet. Most important, the project has the potential to offer a transformative approach to mathematics instruction for students with LD, bringing together expertise on learning disabilities and mathematics education to address a area in which there is very little research.
The PI will incorporate finding from the study into methods courses for both mathematics education and special education students. She will also develop a graduate course entitled Diagnosis and Remediation.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Project Outcome Report: NSF Award #1708327, Fraction Activities and Assessments for Conceptual Teaching (FAACT).
This grant supported the creation of a comprehensive, research-based framework for fraction intervention based on trajectories of fraction learning for students with disabilities. The leadership team and advisors represented eight different universities and four schools districts across eight states. The work of this project brought forward experts in student thinking, learning disability, cognition, and assessment from the fields of mathematics education, special education, and cognitive psychology. Building on the literature and the insights of many disciplines, the team helped to built a asset based framework for math intervention that, for the first time, used students' own reasoning as an input for intervention design. This framework supported the design and development of the FAACT intervention program.
Preliminary testing of effect of the intervention program showed increases in understanding fractions as relational quantities along with math performance for two groups of students who took part in the FAACT fraction intervention.
The FAACT framework and development plan was rolled out nationally for discussion by thousands of parents, scientists, educators, researchers, and the public at large at a virtual video showcase produced by TERC. Additional dissemination occurred at five national and international conferences (e.g., Council for Exceptional Children, National Council of Teachers of Mathematics, American Educational Research Association, Association of Mathematics Teacher Educators), via articles and tweets (e.g. Teaching Children Mathematics), and through announcements and newsletters distributed by the PI and her institution.
Products of this project may be found at https://sites.google.com/view/faact/. These products have already contributed to three different efforts: 1. The development of a book to educate, in accessible lanugage, how to develop asset based math interventions. 2. Development of district level and regional plans to deliver professional development to in-service teachers of students with disabilities in terms of asset based math intervention and instruction. 3. The development of a universally designed fraction game for fourth, fifth, and sixth grade students with disabilities to bolster engagement, fraction knowledge, and interest in STEM and ICT careers.
In addition to these specific products, this project has made several broader contributions to science and society:
* The FAACT program provides a foundation for creating and employing math interventions in which we are enabling students with disabilities to build the knowledge, skills, dispositions, and behaviors vital for higher level mathematics access and participation.
* The FAACT program has enabled educators, parents, and experts in many different fields, from special education to mathematics education, to enhance their understanding of the strengths and brillance that students with disabilities bring to school and builds their confidence and ability to communicate and collaborate across and among disciplines.
Last Modified: 01/02/2022
Modified by: Jessica Hunt
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