Improving Math Identity for Underrepresented Populations: An Implementation and Impact Study of After-School Math Plus

大多数追求数学的学生选择在高中时这样做。因此，小学和中学的经历对于吸引学生进入STEM至关重要。研究一致指出，课后是增加学生接触高质量数学学习机会的黄金机会，并培养数学参与和坚持的关键影响因素：兴趣和身份。然而，如何以及在什么条件下课后计划可以培养这些因素需要更多的研究。身份在数学教育中的作用尤其被忽视。拟议的研究项目通过研究课后数学加（ASM+）的实施和成果来解决这一差距，这是一项课后数学计划，旨在解决数学身份的各个方面，从而对数学参与和成就的关键影响者产生积极影响。“提高数学身份”是一个由推进非正式STEM学习（AISL）计划资助的服务于实践的研究项目，旨在推进新的方法，并以证据为基础的理解，在非正式环境中设计和开发STEM学习。该团队将通过一项严格的随机对照试验研究ASM+的影响，该试验包括30个初级水平，南卡罗来纳州的学校站点主要为低收入和少数民族学生提供服务（15个治疗使用ASM+; 15个对照使用混合数学）。被选入研究的网站必须为四年级和五年级学生服务，每周必须运营五天。通过实施研究，将收集数据，以评估该计划，并了解ASM+计划和比较地点的组长和学生的经验。 数据来源包括调查、访谈、观察和从治疗和对照中心收集的管理数据。 该研究将调查ASM+如何以及在多大程度上发展四年级和五年级学生的数学身份，并提高数学参与度和兴趣。 它将探讨增加身份，参与和兴趣是否会导致更大的技能发展和学术成就。这项研究是由IMPAQ国际有限责任公司，社会科学和公共政策研究和评估公司与教育公平在FHI 360，一个全球性的发展和教育组织合作进行。该研究解决了在早期提高学生数学身份的需要，从而改变学生的教育和职业抱负。最终目标是扩大代表性不足的群体对STEM的参与。结果将为制定旨在激励和留住STEM学生的干预措施提供信息，特别是在非正式环境中。从这项研究中获得的知识将广泛传播给从业人员，研究人员，程序开发人员和政策制定者。

Most students who pursue math have chosen to do so by high school. Elementary and middle school experiences are thus vitally important in attracting students to STEM. Research consistently points to after-school as a golden opportunity to increase students' exposure to high-quality math learning opportunities and to develop the key influencers of math participation and persistence: interest and identity. However, more research on how and under what conditions after-school programs can foster these factors is needed. The role of identity in math education has been particularly neglected. The proposed research project addresses this gap by studying the implementation and outcomes of After-School Math PLUS (ASM+), an after-school math program designed to address all aspects of math identity and thus have a positive effect on this key influencer of math participation and achievement. "Improving Math Identity" is a Research-in-Service to Practice project funded by the Advancing Informal STEM Learning (AISL) Program which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments.The team will study the impact of ASM+ through a rigorous randomized controlled trial of 30 elementary-level after-school sites in South Carolina serving predominately low-income and minority students (15 treatment using ASM+; 15 control using Mixing in Math). Sites selected into the study must serve fourth and fifth graders and must operate five days a week. Through an implementation study, data will be collected in order to assess the program and understand the experiences of group leaders and students in the ASM+ program and at comparison sites. Data sources include surveys, interviews, observations, and administrative data collected from the treatment and control sites. The study will investigate how and to what extent ASM+ develops fourth and fifth grade students' math identity and increases math engagement and interest. It will explore whether increasing identity, engagement, and interest leads to greater skill development and academic achievement. This research is being conducted by IMPAQ International LLC, a social science and public policy research and evaluation firm in collaboration with Educational Equity at FHI 360, a global development and education organization. The research addresses the need to enhance students' math identity at an early age and, as a result, change students' educational and career aspirations. The ultimate goal is to broaden participation in STEM by underrepresented groups. Results will inform the development of interventions designed to motivate and retain students in STEM, particularly in informal settings. Knowledge gained from this research will be broadly disseminated to practitioners, researchers, program developers, and policy makers.