Collaborative Proposal: BPC-DP: Incorporating Cultural Tools for Math and Computing Concepts into the Boys and Girls Clubs of America

德克萨斯农工大学与伦斯勒理工学院和奥本大学合作，提议使用响应文化的方法来吸引和留住高中生学习计算机科学。他们将把为数学教育开发的两个框架扩展到计算机教育。AADMLSS City Stroll(非裔美国人分布式多种学习风格系统)和CSDT(文化情境设计工具)是使用与文化相关的线索教授数学的互动环境。AADMLSS城市漫步系统是一个类似游戏的环境，包括指导、练习和评估。CSDTS是基于网络的小应用程序，基于民族数学，即嵌入文化设计中的数学知识，如皱眉发型、美洲原住民珠饰、拉丁裔打击乐节奏等。CSDTS的基本思想是将知识从非正式系统转化为正式系统。拟议项目的目标是：(1)协助将这些数学教育工具的工作扩展到包括计算在内的努力；(2)开发一个机构“管道”，以便K-12学生成功地参与这些活动，能够最大限度地提高他们进入计算机本科课程的机会；以及(3)通过将CSDTS和AADMLSS的现有工作从地方或地区范围扩展到全国范围，将其纳入美国男孩和女孩俱乐部(BGCA)。

Texas A&M University, in collaboration with Rensselaer Polytechnic Institute and Auburn University, proposes to use culturally responsive approaches to attract and retain high school students to computer science. They will expand two frameworks that have been developed for math education into computing education. The AADMLSS City Stroll (African American Distributed Multiple Learning Styles System) and CSDT (Culturally Situated Design Tools) are interactive environments that use culturally relevant cues to teach math. AADMLSS City Stroll system is a game-like environment that includes instruction, practice, and assessment. CSDTs are web-based applets, based on ethnomathematics, that is, the mathematical knowledge embedded in cultural designs such as cornrow hairstyles, Native American beadwork, Latino percussion rhythms, etc. The essential idea of CSDTs is one of translating knowledge from informal to formal systems. The goals of the proposed project are: (1) to assist the efforts to extend the work on these math educational tools to include computing; (2) to develop a institutional "pipeline" such that K-12 students successfully participating in these activities can maximize their odds of entering undergraduate programs in computing; and (3) extend the current work with CSDTs and AADMLSS, from the local or regional scale to the national scale, by incorporating it into the Boys and Girls Clubs of America (BGCA).