Project Grant 2213770

Award Date 9/1/22
Completion Date 8/31/25
Dollars Obligated $510K
Federal Grant Program
47.075
Assistance Type
Project Grant
Place of Performance
Amherst, MA 01003, USA
Similar Awards
The National Science Foundation awarded a $554,710 project grant to Trustees of Boston College under the STEM Education program (CFDA 47.076) to conduct collaborative research on early number development from July 15, 2022 to June 30, 2026. The research will involve over 3,000 children aged 2 to 5 years old across 28 U.S. states and 27 countries to investigate how toddlers and preschoolers perceive, reason about, and communicate numbers. Two foundational studies will examine number perception...
The University of Massachusetts Amherst (UMass) received a $644,611 Project Grant award from the National Science Foundation's (NSF) STEM Education program (CFDA 47.076) to develop generative language models for personalized tutoring and feedback in mathematics education. Over a five-year period from May 2023 to April 2028, UMass will pursue three research threads. First, UMass will develop open-ended item response theory and knowledge tracing frameworks for mathematics items using generative...
The University of California, San Diego will conduct a multi-year, multi-site collaborative research project on early childhood numeracy development under a $1.165 million Project Grant from the National Science Foundation's STEM Education program (CFDA 47.076). The research will involve over 130 sites testing more than 3,000 children ages 2 to 5 years old across the United States and 27 other countries. Two foundational studies will examine how young children perceive and learn about...
The University of Massachusetts received a $149,982 Project Grant award from the National Science Foundation Division of Mathematical Sciences on August 15, 2021 to support work on "COMPUTATIONAL METHODS FOR STRUCTURED DATA AND MODELS" through July 31, 2024. The grant is part of the NSF's Mathematical and Physical Sciences program (CFDA #47.049), which aims to promote progress in these fields and strengthen the national scientific enterprise. Under this award, the University of...
This Project Grant award from the National Science Foundation's STEM Education (formerly Education and Human Resources) program (CFDA 47.076) supports a collaborative research project investigating the conceptual foundations of early number development in toddlers and preschool-aged children. The $546,968 award to Trustees of Indiana University will fund two foundational studies examining how young children perceive quantity, learn number words, and track small groups of objects, as well as...
The National Science Foundation awarded a $937,260 Project Grant to The Regents of the University of Colorado under the STEM Education program (CFDA 47.076) to study how multi-digit number names and written symbols guide early elementary students' attention, memory, and place value learning. Over three years from July 2022 to June 2025, the University will conduct three experimental studies with kindergarteners using eye-tracking technology, assessments of students' place value knowledge, and...
This Project Grant award from the National Science Foundation's STEM Education program (CFDA 47.076) will support a $496,337 research project to assess the malleability and impact of mature number sense among 3rd through 8th grade students. The research team at the University of Notre Dame will study how students' mature number sense - their ability to make sense of numbers, notice patterns, and flexibly select problem-solving strategies - changes over the course of an academic year and...
The University of Massachusetts received a $374,775 project grant award from the National Science Foundation Division of Computer and Network Systems. The award will support the collaborative research project "Common Error Diagnostics and Support in Short-Answer Math Questions" from October 1, 2021 to September 30, 2024. The project aims to advance the development of research cyberinfrastructure to enable and accelerate discovery and innovation in computer and information science and...
This Project Grant award from the National Science Foundation (NSF) under the STEM Education program (CFDA 47.076) aims to uncover the core cognitive underpinnings of children's ability to learn and reason about arithmetic and probability across cultures with differential exposure to mathematics education. With $932,679 in funding from September 2024 to August 2029, the project will first characterize indigenous methods for arithmetic and then test Tsimane' children's understanding of...
The National Science Foundation (NSF) awarded a $1,098,240 Project Grant to the University of Illinois under the STEM Education (CFDA 47.076) program. The purpose of this five-year project, running from May 2024 to April 2029, is to advance the understanding of the relationship between brain development and the acquisition of numeracy skills in early childhood. The project will use a combination of electrophysiological (ERP) and optical (fNIRS) brain imaging techniques to longitudinally track...

The University of Massachusetts Amherst was awarded a $509,597 project grant from the National Science Foundation's Social, Behavioral, and Economic Sciences program (CFDA 47.075) for the period of September 1, 2022 through August 31, 2025.

The grant funds research to investigate how children develop an understanding that numbers can be generated indefinitely through rules, and to test a new hypothesis about how children acquire generative number concepts. Specifically, the project will test the hypothesis that children learn the polynomial representation of quantity enabled by the combinatorial structure of number words and Arabic numerals. Novel cognitive experiments involving children ages four to eight will evaluate this theory. Outcomes are expected to establish a new psychologically plausible and falsifiable theory of number concepts and their acquisition. Results may provide insights into the origins of human mathematical thinking and inspire new approaches to STEM education based on natural mechanisms of number learning.

Generated 1/7/24, 1:33 AM