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Deep Fractions Learning: A Core Curriculum of Games, Inquiry, and Collaboration

Awardee

TEACHLEY, LLC

25 BROADWAY FL 13
NEW YORK, NY, 10004-1081
USA

Award Year: 2018

UEI: NATULVSV4VX6

HUBZone Owned: No

Woman Owned: Yes

Socially and Economically Disadvantaged: No

Congressional District: 10

SBIR

Phase I

Awarding Agency

HHS

Branch: NIH

Total Award Amount: $149,650

Contract Number: 1R44GM130162-01A1

Agency Tracking Number: R44GM130162

Solicitation Topic Code: 500

Solicitation Number: PA17-302

Abstract

ProjectSummary AbstractThereisanenormousdeficitinstudentsunderstandingoffractionsintheUnitedStatesFifthgradefractionknowledgepredictshighschoolmathperformanceevenwhencontrolling forworkingmemorywholenumberknowledgeIQreadingabilityanddemographicfactorsSiegleretalThereforeaddressingthisdeficitisaparticularlyimportantareaforearly interventionWiththisFast TrackgrantDeepFractionsLearningweproposetotransformthe wayinwhichstudentslearncoremathcurriculumsothatmaterialsaremoreinteractiveand engagingpromotedeeperlearningofcontentandarealignedwiththeCommonCoreMore specificallywewilldevelopandevaluateadigitalcurriculumforgradescoveringthe fractionsdomainthatcombinesgamescollaborationandaninquiryapproachWeproposeto developaninnovativetechnologyinfrastructurethatwillintegrateTeachleylearninggamesSuccessforAll sSFAcooperativelearningframeworkandrigorouslessoncontentWewill integrateresearchintothedesignprocessandworkwithJohnsHopkinsUniversitytoevaluate theefficacyoftheinterventionOutcomesTheinterventionwillencouragefourdirectoutcomesforstudentsnamely improvedconceptualunderstandingoffractionsproceduralfluencywithfractions operationsmathematicaljustificationandmotivationFirstthecurriculumwillbuildboth conceptualunderstandingandproceduralfluencyprovidingstrongvisualmodelswithin engaginggamesthatmotivatestudentstopracticeThecollaborativelearningmodelandinquiry approachwillimprovestudentsmathematicaljustificationFinallyweencouragethese outcomeswithinamotivationalsupportstructuredesignedtofosterengagementand self efficacyImprovingstudentsacademicoutcomesandself efficacyintheareaoffractionsduring elementaryschoolwillpromotelatersuccessinhighschoolmathematicsSinceeachadditional mathclassstudentscompleteinhighschoolmorethandoublestheoddsofcollegecompletionAdelmantheinterventionhasthepotentialtomakearealdifferenceinwhether studentsachievesustainablecareersversusbeingstuckinlow wagejobs ProjectNarrativeFractionsknowledgeinthefifthgradestronglypredictshighschoolmathperformanceevenwhencontrollingforworkingmemorywholenumberknowledgeIQreadingabilityand demographicfactorsSiegleretalInterventioninthisessentialcontentareawill improvestudentsmathabilityintheshortandlongtermwhichinturnwillleadtoseveral positivedistaloutcomessuchasgreaterhighschoolgraduationratesandcollegeattendance

Award Schedule

2017
Solicitation Year
2018
Award Year
September 1, 2018
Award Start Date
February 28, 2019
Award End Date

Principal Investigator

Name: KARA CARPENTER
Phone: (347) 552-1272
Email: rachael@teachley.com

Business Contact

Name: KARA CARPENTER
Phone: (415) 516-0184
Email: kara@teachley.com

Research Institution

Name: N/A