Improvement of Mathematics Literacy in African-American Students: Preparation for Algebra and Higher Mathematics

非洲裔美国学生数学素养的提高：代数和高等数学的准备

• 批准号: 0087664
• 负责人: Frank Davis
• 金额: $ 107.29万
• 依托单位: Lesley University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-09-01 至 2005-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0087664&HistoricalAwards=false
• 关键词: Improvement; Mathematics; Literacy; African; American

This three-year study will document in depth, and develop explanatory constructs for, practices in four urban schools where the schools and/or specific teacher have an outstanding record of placing or sustaining students in college preparatory mathematics: a San Francisco middle school with large numbers of African-American and Latino students, a Boston K-6 pilot school with a similara demographic profile; and a high school/feeder school pair in Jackson, MS, with 99% African-American students. The study will use ethnographic methods to examine classroom teachers', administrators', youth interactions, in the context of the school and community. Classrooms and aftershcool learning environments will be extensively videotaped, and interactions will be analyzed. The analyses will detail the development of mathematical ideas as well as the social processes of teaching and learning. As a secondary goal, the researchers will examine dimensions and varibles emerging from the analysis and consider problems of measurement and "operationalization" for large-scale quantitative research. The research draws on current theoretical perspectives and research methods on learning, including situated learning, integration of social and individual aspects of learning, communities of practice that indluence students' learning and identities as mathematics learners, and methods for analysis of discourse, paraticipant structures, and mathematics content. The participating schools are members of the "Algebra Project," a middle schyool project founded in the mid80s to increase proportion of minority students who complete algebra siccessfully in late middle school or high school and enter college preparatory studies.

这项为期三年的研究将深入记录四所城市学校的实践，并为这些学校和/或特定教师在大学预科数学方面有杰出的记录：一所拥有大量非洲裔和拉丁裔学生的旧金山中学，一所具有类似人口结构的波士顿K-6试点学校；以及密西西比州杰克逊的一所高中/附属学校，其中99%的学生是非裔美国人。这项研究将使用民族志方法，在学校和社区的背景下，检查课堂教师、行政人员、青年的互动。课堂和课后学习环境将被广泛录像，互动将被分析。这些分析将详细介绍数学思想的发展以及教与学的社会过程。作为次要目标，研究人员将检查从分析中出现的维度和变量，并考虑大规模定量研究的测量和“操作化”问题。本研究借鉴了当前关于学习的理论观点和研究方法，包括情境学习、学习的社会和个人方面的整合、影响学生学习和数学学习者身份的实践社区，以及话语、参与者结构和数学内容的分析方法。参与的学校是“代数计划”的成员学校。“代数计划”是上世纪80年代中期为提高少数民族学生在初中后期或高中顺利完成代数并进入大学预科的比例而设立的中学计划。