| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
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| Initial Amendment Date: | June 16, 2022 |
| Latest Amendment Date: | June 16, 2022 |
| Award Number: | 2200781 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Margret Hjalmarson
mhjalmar@nsf.gov (703)292-5186 DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | July 1, 2022 |
| End Date: | June 30, 2026 (Estimated) |
| Total Intended Award Amount: | $468,630.00 |
| Total Awarded Amount to Date: | $468,630.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
3100 MARINE ST Boulder CO US 80309-0001 (303)492-6221 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
Muenzinger D244 Boulder CO US 80303-1058 |
| 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: |
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| Program Reference Code(s): | |
| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
Learning numbers involves coordinating between number symbols, number names, ordering of digits, and the quantities they represent. Coordinating these ideas to understand the place value system in mathematics is a common challenge for students learning number in early elementary grades. It is a step on the way to learning number and operations topics in later mathematics, but also builds upon earlier knowledge of numbers. This project seeks to understand how children learn about place value by studying different representations of multi-digit numbers (written number symbols, heard number names) and how prior knowledge of number influences children?s? learning. Knowing more about multi-digit number learning will help to create teaching and curriculum resources that better support children?s learning. The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.?
The exploratory project investigates the relationship between knowing multi-digit number names, written number symbols, and students? prior knowledge of place value. The project uses a series of experiments to study how early rudimentary understanding of multi-digit number symbols leads to differential in-the-moment gaze patterns during place value instruction. The project seeks to connect students? learning to instructional practice and prior knowledge. Three experimental studies will be conducted with kindergartners using eye-tracking, measures of students? knowledge and different instructional practices for representing multi-digit numbers. The findings should inform how multi-digit numbers could be described by teachers and how to best present them to students.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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