CAREER: How Urban Adolescents Come to Think of Themselves as Mathematicians

在这个职业奖，研究人员将研究如何非洲裔美国人和拉丁美洲初中和高中学生构建自己的自我认同感与数学和教师在帮助塑造这些自我意见的作用。这一点很重要，因为许多学生，特别是在城市环境中，对自己在数学学习方面的潜力认识不足，这限制了他们在高中和未来大学学习中的成就。 如果研究人员能够更好地了解学生如何形成对自己能力的这些看法，未来的项目可以设计来改善这种情况。该项目有两个具体的研究目标：（1）考察城市数学课堂中教师社会化信息与学生数学身份建构的关系，（2）追踪数学身份的形成和变化，从初中到高中的过渡阶段。该项目还将模拟这些不同的身份如何预测数学成绩的结果。 调查方法，半结构化访谈和认知评估将被用来解决这些目标。 对于他的CAREER奖励教育计划，调查员建议培养本科生指导城市中学生数学身份建设和自我效能问题。 这项研究的结果将通过同行评审的期刊文章和会议和演讲传播。

In this CAREER award, the investigator will study how African American and Latino middle and high school students construct their sense of self-identity with and in mathematics and the role that teachers play in helping to shape those self-opinions. This is important because many students, particularly in urban settings, have a poor sense of their own potential in mathematics learning which restricts their attainment in high school and future college studies. If researchers can better understand how students form these opinions of their own abilities, future programs could be designed to improve this situation.The project has two specific research objectives: (1) to examine how teacher socialization messages in urban math classrooms relate to students' construction of math identities, and (2) to trace how math identities form and change over time, from middle school to the transition into high school. This project will also model how these various identities predict math achievement outcomes. Survey methodology, semi-structured interviews, and cognitive assessments will be employed to address these objectives. For his CAREER award education plan, the investigator proposes to train undergraduate students to mentor urban middle school students around math identity building and self-efficacy issues. Results of this research will be disseminated through peer-reviewed journal articles and conferences and presentations.