Robert Siegler
Associated IES Content
Grant
Improving Understanding of Fractions
The purpose of this project is to identify optimal instructional approaches for improving elementary and middle school students' understanding of fraction magnitudes and middle school students' and pre-service teachers' understanding of fraction arithmetic. Fraction understanding is critical for success in algebra, trigonometry, chemistry, physics, and other mathematics and science subject areas, yet many students struggle to acquire adequate proficiency with fractions. In this project, the ...
Federal funding program:
Award number:
R305A180514
report
Research Report
Synthesis of IES Research on Early Intervention and Early Childhood Education
The report describes what has been learned from research grants on early intervention and early childhood education funded by the Institute's National Center for Education Research and National Center for Special Education Research, and published in peer-reviewed outlets through June 2010. This synthesis describes contributions to the knowledge base produced by IES-funded research across four focal areas:<br/> * Early childhood classroom environments and general instructional practices;<br/>
Jul 23, 2013
Publication number:
NCSER 20133001
Grant
National Research and Development Center on Improving Mathematics Instruction for Students with Mathematics Difficulties
The purpose of the National Center on Mathematics Instruction for Students with Mathematics Difficulties is to increase knowledge of how children acquire and fail to acquire an understanding of rational numbers (i.e., fractions) and how children with math difficulties can be taught to understand and operate fluently with rational numbers. The new center will conduct exploratory research including both small-scale experimental and longitudinal studies to examine the cognitive processes, such ...
Federal funding program:
Award number:
R324C100004
Grant
Postdoctoral Training in Children's Mathematics Learning
This postdoctoral program trained three fellows on contemporary theories of and methods for studying cognitive development.
Federal funding program:
Award number:
R305B100001
Grant
Improving Children's Numerical Understanding
The ability to estimate numerical magnitude is important, not only because of its role in mathematical thinking but also because it is a part of daily life. Estimation is also related to other aspects of mathematical ability, including arithmetic skill, conceptual understanding of computational procedures, and math achievement test scores. Preliminary evidence suggests that increasing young children's use of appropriate representations of numerical magnitudes can improve their estimation a...
Federal funding program:
Award number:
R305A080013
Grant
Improving Children's Pure Numerical Estimation
In this project, the researchers further refined and tested mathematic interventions that were developed in their prior research. These interventions aimed to increase children's abilities to discriminate between the magnitudes of numbers decreases sharply as these magnitudes increase. The researchers' preliminary evidence suggested that increasing young children's use of appropriate representations of numerical magnitudes would improve their estimation and, by extension, their math achievem...
Federal funding program:
Award number:
R305H050035
Grant
Using Cognitive Analyses to Improve Children's Math and Science Learning
In this project, researchers explored how differences in initial conceptual understanding affect children's learning of mathematics and science. Additionally, researchers planned to test alternative instructional strategies to improve learning that addressed these differences.
Federal funding program:
Award number:
R305H020060
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