{"id":113,"date":"2022-07-20T09:29:23","date_gmt":"2022-07-20T13:29:23","guid":{"rendered":"https:\/\/bcmathlearninglab.wordpress.com\/?page_id=113"},"modified":"2022-07-20T09:29:23","modified_gmt":"2022-07-20T13:29:23","slug":"ies-grant","status":"publish","type":"page","link":"https:\/\/sites.bc.edu\/mathlearninglab\/ies-grant\/","title":{"rendered":"Institute of Education Sciences (IES) Project"},"content":{"rendered":"\n<div class=\"wp-block-group alignfull has-background is-layout-flow wp-block-group-is-layout-flow\" style=\"background-color:#f5f5f0;padding-top:100px;padding-right:0px;padding-bottom:100px;padding-left:0px\">\n<div class=\"wp-block-jetpack-layout-grid column1-desktop-grid__span-10 column1-desktop-grid__start-2 column1-desktop-grid__row-1 column1-tablet-grid__span-8 column1-tablet-grid__row-1 column1-mobile-grid__span-4 column1-mobile-grid__row-1 wp-block-jetpack-layout-gutter__nowrap\">\n<div class=\"wp-block-jetpack-layout-grid-column wp-block-jetpack-layout-grid__padding-none\">\n<div class=\"wp-block-cover alignwide is-light\"><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim-20 has-background-dim\"><\/span><img loading=\"lazy\" decoding=\"async\" width=\"1190\" height=\"1370\" class=\"wp-block-cover__image-background wp-image-116\" alt=\"\" src=\"http:\/\/sites.bc.edu\/mathlearninglab\/wp-content\/uploads\/sites\/241\/2022\/07\/euclid_pisano_opa_florence.jpg\" style=\"object-position:50% 42%\" data-object-fit=\"cover\" data-object-position=\"50% 42%\" srcset=\"https:\/\/sites.bc.edu\/mathlearninglab\/wp-content\/uploads\/sites\/241\/2022\/07\/euclid_pisano_opa_florence.jpg 1190w, https:\/\/sites.bc.edu\/mathlearninglab\/wp-content\/uploads\/sites\/241\/2022\/07\/euclid_pisano_opa_florence-261x300.jpg 261w, https:\/\/sites.bc.edu\/mathlearninglab\/wp-content\/uploads\/sites\/241\/2022\/07\/euclid_pisano_opa_florence-889x1024.jpg 889w, https:\/\/sites.bc.edu\/mathlearninglab\/wp-content\/uploads\/sites\/241\/2022\/07\/euclid_pisano_opa_florence-768x884.jpg 768w\" sizes=\"auto, (max-width: 1190px) 100vw, 1190px\" \/><div class=\"wp-block-cover__inner-container is-layout-flow wp-block-cover-is-layout-flow\">\n<p class=\"has-text-align-center has-large-font-size\"><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-jetpack-layout-grid column1-desktop-grid__span-6 column1-desktop-grid__start-2 column1-desktop-grid__row-1 column2-desktop-grid__span-3 column2-desktop-grid__start-9 column2-desktop-grid__row-1 column1-tablet-grid__span-5 column1-tablet-grid__row-1 column2-tablet-grid__span-2 column2-tablet-grid__start-7 column2-tablet-grid__row-1 column1-mobile-grid__span-4 column1-mobile-grid__row-1 column2-mobile-grid__span-4 column2-mobile-grid__row-2 wp-block-jetpack-layout-gutter__nowrap\">\n<div class=\"wp-block-jetpack-layout-grid-column wp-block-jetpack-layout-grid__padding-none\">\n<h5 class=\"wp-block-heading\">Institute of Education Sciences (IES) Project<\/h5>\n\n\n\n<h3 class=\"wp-block-heading has-large-font-size\" style=\"text-transform:capitalize\">Recruiting spatial-numerical representations to enhance the use of advanced math strategies in low-income students<\/h3>\n\n\n\n<div style=\"height:6px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p>Mediocre math achievement has been a persistent problem of K-12 education in the US and math scores have dipped even further following the COVID-19 pandemic.&nbsp;The problem is particularly pronounced among students from under-resourced communities who begin elementary school with less math experience and knowledge than more advantaged children. This project aims to identify ways to more effectively promote early arithmetic learning, which is foundational for subsequent math achievement. It focuses on children\u2019s learning of advanced arithmetic strategies, such as retrieval and decomposition. Based on evidence from cognitive science, we hypothesized that incorporating spatial representations of magnitude into instruction might support children\u2019s learning of these strategies. <strong><\/strong><\/p>\n\n\n\n<p>The project includes 3 studies that have the same design: Pretest (assessment of initial skills) -&gt; Instruction (teaching sessions) -&gt; Posttest (assessment of changes in skills). The instruction is conducted in small groups over the course of multiple sessions.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><em>Study 1:<\/em> 8 sessions focused on retrieval strategy for problems within 10<\/li>\n\n\n\n<li><em>Study 2: <\/em>8 sessions focused on decomposition strategy for problems within 20<\/li>\n\n\n\n<li><em>Study 3:<\/em> 16 sessions focused on both strategies<\/li>\n<\/ul>\n\n\n\n<div style=\"height:13px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Instructional Sessions:<\/strong><\/h4>\n\n\n\n<h6 class=\"wp-block-heading\"><em>Studies 1 and 2: <\/em><\/h6>\n\n\n\n<p>Children in each classroom are assigned to one of four conditions that vary only in the kinds of materials used to model numbers in the instructional sessions.<\/p>\n\n\n\n<p>In two <strong>spatial <\/strong>conditions, the materials used in training have embedded spatial information about numerical magnitude: each number is printed on a strip whose length is proportional to the magnitude of that number (e.g., 5 is half as long as 10). In the <em><u>Spatial-Continuous<\/u><\/em> condition, the strips provide only continuous spatial cues (length). In the <em><u>Spatial-Discrete<\/u><\/em> condition, the strips are demarcated into individual units, providing cues about both spatial extent and discrete quantity.<\/p>\n\n\n\n<p>In two <strong>nonspatial <\/strong>conditions, the materials used in training do not provide spatial cues: numbers are printed on equal-sized square tiles so there is no association between the size of the tile and the magnitude of the depicted number. In the <em><u>Nonspatial-Verbal<\/u><\/em> condition, children receive verbal cues about magnitude (e.g., \u201c5 is more than 3\u201d). In the <em><u>Nonspatial-Nonverbal<\/u><\/em> condition, children receive neither spatial nor verbal cues about number magnitude.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"772\" height=\"118\" src=\"http:\/\/sites.bc.edu\/mathlearninglab\/wp-content\/uploads\/sites\/241\/2023\/07\/screen-shot-2023-07-16-at-3.04.09-pm.png?w=772\" alt=\"\" class=\"wp-image-496\" srcset=\"https:\/\/sites.bc.edu\/mathlearninglab\/wp-content\/uploads\/sites\/241\/2023\/07\/screen-shot-2023-07-16-at-3.04.09-pm.png 772w, https:\/\/sites.bc.edu\/mathlearninglab\/wp-content\/uploads\/sites\/241\/2023\/07\/screen-shot-2023-07-16-at-3.04.09-pm-300x46.png 300w, https:\/\/sites.bc.edu\/mathlearninglab\/wp-content\/uploads\/sites\/241\/2023\/07\/screen-shot-2023-07-16-at-3.04.09-pm-768x117.png 768w\" sizes=\"auto, (max-width: 772px) 100vw, 772px\" \/><\/figure>\n\n\n\n<h6 class=\"wp-block-heading\"><em>Study 3: <\/em><\/h6>\n\n\n\n<p>Children in each classroom are assigned to one of two instructional conditions\u2014 experimental (using the most effective materials identified in Studies 1 and 2) and business-as-usual control (using current instructional practices for teaching 1<sup>st<\/sup> grade math). The two conditions will provide children with math instruction for the same amount of time.<\/p>\n\n\n\n<div style=\"height:13px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Evaluation:<\/strong><\/h4>\n\n\n\n<p>Across studies, children\u2019s improvement in four types of skills is assessed to compare learning across the four instructional conditions:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><em>Arithmetic fluency:<\/em> accuracy and speed of carrying out basic computations<\/li>\n\n\n\n<li><em>Arithmetic strategy use: <\/em>the frequency of using different types of strategies (e.g., retrieval, decomposition, counting) for solving addition and subtraction problems<\/li>\n\n\n\n<li><em>Numerical magnitude understanding:<\/em> accuracy of placing a number on a number line with only the ends marked (0-100) and accuracy of identifying the bigger of two numbers within limited time<\/li>\n\n\n\n<li><em>Broad math achievement:<\/em><strong> <\/strong>score on a standardized math task<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-jetpack-layout-grid-column wp-block-jetpack-layout-grid__padding-none\">\n<div style=\"height:74px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"has-text-color\" style=\"color:#575757;line-height:1\">Primary Investigators:<\/p>\n\n\n\n<p style=\"line-height:1.1\">Drs. Beth Casey, Elida Laski, and Marina Vasilyeva<\/p>\n\n\n\n<div style=\"height:3px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"has-text-color\" style=\"color:#575757;line-height:1\">Project duration:<\/p>\n\n\n\n<p style=\"line-height:1.1\">4 years (2020-2024)<\/p>\n\n\n\n<div style=\"height:3px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"has-text-color\" style=\"color:#575757;line-height:1\">Participants:<\/p>\n\n\n\n<p style=\"line-height:1.1\">550 first graders from racially and ethnically diverse families in under-resourced communities in Massachusetts<\/p>\n\n\n\n<div style=\"height:3px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"has-text-color\" style=\"color:#575757;line-height:1\">Setting:<\/p>\n\n\n\n<p style=\"line-height:1.1\">Studies are conducted in schools<\/p>\n\n\n\n<div style=\"height:3px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div style=\"height:3px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div style=\"height:3px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"has-text-color\" style=\"color:#575757;line-height:1\">Grant funded by:<\/p>\n\n\n\n<p style=\"line-height:1.1\"><a href=\"https:\/\/ies.ed.gov\/FUNDING\/GRANTSEARCH\/details.asp?ID=4480\">IES Award #R305A200315<\/a><\/p>\n\n\n\n<div style=\"height:796px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":140149,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-without-title","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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