MATH: CONFERENCE: Broadening Participation in Mathematics Education through Practitioner Inquiry

数学：会议：通过从业者探究扩大数学教育的参与

• 批准号: 1544559
• 负责人: Alicia Dowd
• 金额: $ 5万
• 依托单位: University of Southern California
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-01 至 2016-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1544559&HistoricalAwards=false
• 关键词: MATH; CONFERENCE; Broadening; Participation; Mathematics

A National priority is to increase the diversity of the science, technology, engineering, and mathematics (STEM) workforce. One important way to accomplish this is to increase the racial and ethnic diversity of students entering and graduating in STEM disciplines. In line with this, mathematics faculty members play a significant role as instructors, mentors, and curriculum developers in student success and progress towards a STEM degree. However, few mathematics faculty are provided professional training that exposes them to teaching practices tailored to support the success, for example, of African American, Latino, and Native American students. This project is a conference/workshop with a threefold purpose. (1) The investigators will engage approximately thirty-five (35) mathematics faculty members from community colleges in Colorado - where mathematics curriculum reform is already underway - in learning techniques to develop culturally inclusive pedagogical practices and increase the success of historically underserved students in mathematics coursework. These techniques are based on an approach to data use and educational change known as practitioner inquiry. Recent studies of curricular and pedagogical reforms in STEM fields provide evidence that strategies involving practitioner inquiry are promising approaches to bringing about cultural and organizational change. (2) The researchers will gather information on conference participants' willingness to undertake curriculum reforms, and if so, under what conditions of institutional support. (3) Conference evaluation results will be analyzed to design future interventions involving mathematics faculty in community colleges, thereby supporting a United States goal to broaden participation in STEM.The main goals of the workshop are to gauge faculty attitudes, beliefs, and willingness to engage in inquiry as a technique to enable math faculty to incorporate new knowledge and cultural competencies into their educational practice. The conference evaluation will support the investigation by exploring the following research questions: What information, concepts, and models from existing practice stimulate interest among mathematics educators to learn about culturally inclusive pedagogies? What information, concepts, and models from existing practice have a positive influence on mathematics educators' intentions to participate in practitioner inquiry and carry out curricular and pedagogical changes designed to broaden participation in mathematics coursework? Mathematics faculty members' experience of the conference will inform the design of new inquiry methods as well as outreach and dissemination strategies that further promote mathemtics faculty implementation of culturally inclusive pedagogy.

国家优先事项是增加科学，技术，工程和数学（STEM）劳动力的多样性。实现这一目标的一种重要方法是增加进入和毕业的学生在STEM学科中的种族和种族多样性。与此一致，数学教师在学生成功和踏上STEM学位方面的教练，导师和课程开发人员中发挥了重要作用。但是，很少有数学教师能够提供专业培训，使他们接受了量身定制的旨在支持成功的教学实践，例如非裔美国人，拉丁裔和美国原住民学生。该项目是一个有三重目的的会议/研讨会。 （1）调查人员将与科罗拉多州社区学院的大约35（35）个数学教师与数学课程改革进行了研究 - 学习技术，以开发具有文化包容性的教学实践并增加历史悠久的学生在数学课程中的成功。这些技术基于一种被称为从业人员查询的数据使用和教育变革的方法。关于STEM领域的课程和教学改革的最新研究提供了证据，表明涉及从业者查询的策略是实现文化和组织变革的有希望的方法。 （2）研究人员将收集有关会议参与者愿意进行课程改革的信息，如果是的，则在机构支持的条件下。 （3）将分析会议评估结果，以设计涉及数学教师的未来干预措施，从而支持美国的目标，以扩大参与STEM的参与。研讨会的主要目标是评估教师的态度，信念和愿意，愿意从事询问的技术，以促进数学学院的知识和文化知识，以培养新知识。会议评估将通过探索以下研究问题来支持调查：现有实践的哪些信息，概念和模型刺激了数学教育者之间的兴趣，以了解文化包容性教学法？现有实践的哪些信息，概念和模型对数学教育者参与从业者询问并进行课程和教学变化的意图有积极影响，旨在扩大数学课程的参与？ 数学教职员工在会议上的经验将为新的询问方法以及推广和传播策略的设计提供信息，从而进一步促进数学教师的文化包容性教学法。