Proposal for Improving Mathematics
Performance
We propose a project to provide teachers with a strategy to
reduce math and science performance disparities in students from
under-represented populations and to provide more opportunities for them to enter
STEM fields by applying a hybrid cognitive-psycho-physiological intervention in
the classroom which has been shown to raise student math performance. Current
knowledge generally focuses on teacher professional development, school
outreach, curriculum development, cooperative learning, non-traditional
curricular materials, mentoring, and guidance counseling.
These methods originate from research projects such as: The Teaching Integrated Mathematics and Science
(TIMS), College Preparatory Mathematics Program 1990 (CPMP), Chicago IMP
and SCALE. The Center
for Research of Innovative Technologies for Learning (RITL) among others has
recognized the importance of affective considerations in learning. An unmet need exists to provide effective strategies to reduce affective and
cognitive barriers to improving performance in mathematics and science, which
are obstacles to STEM careers, for under-represented students. The
following studies provide objective evidence of the need: In a 2005 study of 980 tenth-grade students conducted by
the
Our Long-Term Goal is to design a strategy for
improving performance in mathematics and science by reducing math and test
anxiety and increasing memory and cognitive performance that can be replicated
in K-16 classrooms on a large scale.
However, the objective of this
application is to integrate cognitive-psycho-physiological strategies, which
include Freeze-Frame developed by the Institute of HeartMath (IHM) into
teachers’ classroom instruction. The rationale for this proposal is that
increased cognitive functioning and knowledge acquisition will lead to improved
math and science performance among student participants and thereby, increase
and diversify the pool of academically-prepared candidates available to pursue
stem careers. We are very well prepared
to undertake the proposed research because in addition to pilot studies in conducted in 2003, 2004, 2005, and 2006,
we have the following physical and intellectual resources: Collaboration with University of Cincinnati
and the Institute of HeartMath researchers, implementation of Freeze-Frame®
as a distinguishing technology, application of Freeze-Framer® Heart Rate Variability (HRV) biofeedback monitoring system
and sensors as distinguishing equipment, and investigation of complementary
research.
Our plan is to accomplish
the overall objective of this research by pursuing the following three specific
aims:
1. Conduct workshops in
which we present to public school teachers the science (including HeartMath)
and evidence that supports the intervention and train them how to apply it in
their classrooms.
Participants will
acquire knowledge about the science and gain practical experience of the
diminishing effect of stress/anxiety on performance through practical
exercises; and learn the cognitive-psycho-physiological
intervention strategies using Heart Rate Variability
(HRV) biofeedback monitoring to identify the desired physiological coherence
state.
2. Work with teachers to
create an action plan for integrating the cognitive-psycho-physiological intervention strategies into
the classroom, which includes setting up the Heart
Rate Variability (HRV) biofeedback monitoring stations in the classroom and training
students.
Workshop leaders will
help teachers prepare an action plan including: time lines, resources needed, constraints, the
curriculum structure to be employed, assessment procedures, sequencing, pilot
prototype of lesson strategies, materials, tests and etc.
3. Design a continuous
improvement model and set up a regular onsite visitation schedule.
We will visit the sites
to consult with teachers on a regular basis, collect data, and make
modifications suggested by the continuous improvement process.
This hybrid
cognitive-psycho-physiological approach is creative
and original. This approach will advance the field by introducing an
empowering, two-prong synergistic strategy to 1) reduce math and test anxiety,
and 2) increase memory and cognitive performance. This very powerful synergism activates
very efficient learning processes, such as implicit learning (learning without
awareness). The result is comprehensive
and empowering, since in addition to enhanced academic performance, students
can expect improvements in quality of their life at home, work, school, and in
sports and social situations. This
approach is robust and very effective because there is no need for teachers to
change their teaching style. The process
becomes a natural part of the individual teachers’ instruction and pays
dividends in many other situations. With
respect to expected outcomes, strong commitment and motivation by the teachers and
students generates the momentum to learn and apply the process, while the
continuous improvement monitoring creates a pathway by which teachers and
students consciously generate a cognitive-psycho-physiological state
that is optimal for explicit and implicit learning. Collectively, these results lead to increase student’s abilities to learn implicitly and
improve their mathematics and science performance. The resulting research in this very
replicable model will have a positive
impact by increasing the pool of academically prepared under-represented
students who will pursue careers in the STEM fields.