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

国家的优先事项是增加科学，技术，工程和数学（STEM）劳动力的多样性。实现这一目标的一个重要方法是增加进入STEM学科并毕业的学生的种族和民族多样性。与此相一致，数学教师作为教师，导师和课程开发人员在学生的成功和取得STEM学位方面发挥着重要作用。然而，很少有数学教师提供专业培训，使他们接触到量身定制的教学实践，以支持成功，例如，非洲裔美国人，拉丁美洲人和美洲原住民学生。这个项目是一个有三重目的的会议/研讨会。(1)调查人员将聘请来自科罗拉多社区学院的大约三十五（35）名数学教师-数学课程改革已经在进行中-学习技术，以发展文化包容性的教学实践，并增加历史上服务不足的学生在数学课程中的成功。这些技术是基于一种方法，以数据的使用和教育的变化，被称为从业者的调查。STEM领域的课程和教学改革的最新研究提供了证据表明，涉及从业者调查的策略是实现文化和组织变革的有希望的方法。(2)研究人员将收集关于与会者进行课程改革的意愿的信息，如果愿意，在什么条件下得到机构支持。(3)会议的评估结果将进行分析，以设计未来的干预措施，涉及社区学院的数学教师，从而支持美国的目标，以扩大参与STEM。研讨会的主要目标是衡量教师的态度，信仰，并愿意参与调查作为一种技术，使数学教师将新的知识和文化能力融入他们的教育实践。会议评估将通过探索以下研究问题来支持调查：现有实践中的哪些信息，概念和模型激发了数学教育工作者学习文化包容性知识的兴趣？什么样的信息，概念和模型，从现有的做法有积极的影响，数学教育工作者的意图，参与实践者的调查，并进行课程和教学改革，旨在扩大参与数学课程？ 数学教师的会议经验将为新的调查方法的设计以及进一步促进文化包容性教学法的实施的外联和传播战略提供信息。

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.