Math Pathways: A Longitudinal, Dyadic Study of Parent-Child Influence in Latino Families

本研究旨在通过填补拉丁裔学生数学成绩的关系的影响研究的关键空白，以改善教育实践。该研究有两个主要目标：首先，PI将使用纵向数据和先进的统计方法来了解影响小学到中学过渡期间数学态度和成绩的因素。第二，PI将期望值模型应用于数学行为和成绩的预测。调查将从300名拉丁裔母亲，学生和他们的数学老师收集接近5年级结束时，在6年级开始和结束时，并在7年级开始。智力价值是它的潜力，以促进对数学的兴趣如何以及为什么随着时间的推移发展或下降，以及家长和教师如何应对这些变化的理解。这项工作将解决更广泛的影响，并通过促进有关拉丁裔学生在干的文献机构造福社会，并有可能影响父母的行为和教学实践，因为他们涉及到代表性不足的人口。 一名研究生将接受培训，以开发和应用相互依存的数据分析工具，以STEM教育内容，帮助解决定量方法学家的严重短缺。调查结果将分发给研究人员、教师、家长和教师教育工作者以及家长。

This study aims to improve educational practices by filling critical gaps in research on the impact of relationships on mathematics achievement for Latino students. The study has two main objectives: First, the PIs will use longitudinal data and advanced statistical approaches to understand factors that influence mathematics attitudes and achievement during the transition from elementary to middle school. Second, the PIs will apply the expectancy-value model to the prediction of mathematics behavior and performance. Surveys will be collected from 300 Latino mothers, students, and their math teachers near the end of 5th grade, at the beginning and end of 6th grade, and at the beginning of 7th grade. The intellectual merit is its potential to advance understanding of how and why interest in mathematics develops or declines over time, and how parents and teachers respond to these changes. The work will address broader impacts and benefit society by contributing to the body of literature concerning Latino students in STEM and has the potential to influence both parental behaviors and teaching practices as they relate to underrepresented populations. A graduate student will be trained to develop and apply analytic tools for interdependent data to STEM education content, helping to address the critical shortage of quantitative methodologists. The findings will be disseminated to researchers, teachers, parent and teacher educators, and parents.