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

Award Information
Agency: Department of Health and Human Services
Branch: National Institutes of Health
Contract: 1R44GM130162-01A1
Agency Tracking Number: R44GM130162
Amount: $149,650.00
Phase: Phase I
Program: SBIR
Solicitation Topic Code: 500
Solicitation Number: PA17-302
Timeline
Solicitation Year: 2017
Award Year: 2018
Award Start Date (Proposal Award Date): 2018-09-01
Award End Date (Contract End Date): 2019-02-28
Small Business Information
56 MARX ST
Staten Island, NY 10301-4125
United States
DUNS: 078363101
HUBZone Owned: No
Woman Owned: Yes
Socially and Economically Disadvantaged: No
Principal Investigator
 KARA CARPENTER
 (347) 552-1272
 rachael@teachley.com
Business Contact
 KARA CARPENTER
Phone: (415) 516-0184
Email: kara@teachley.com
Research Institution
N/A
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

* Information listed above is at the time of submission. *

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